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Resume Denne artikel adresserer muligheder og udfordringer i relationerne mellem laereruddannelse, profession og forskning og har til formal at undersoge, hvordan samspillet mellem den praksis (og teori), der er i folkeskolen, og den teori (og praksis), laerere og laererstuderende moder pa grund- og efteruddannelsen, kan faciliteres. Problemstillingen behandles teoretisk og empirisk med udgangspunkt i et forsknings- og udviklingsprojekt designet med intentionen om at skabe ligevaerdige og udviklende moder mellem praksis-, professions- og forskningsviden. I artiklen praesenterer vi fund vedrorende den made, vi organiserer forsknings- og udviklingsprojekter pa, samt forhold omkring tid og muligheden for en dybere forstaelse af praksis. Konklusionen er, at hvis vi vil facilitere moder mellem forskellige typer af viden og ad den vej skabe reel kompetenceudvikling for alle involverede aktorer, er vi nodt til at rammesaette vores forsknings- og udviklingsprojekter, sa de bade understotter en systematisk og differentieret tilgang, og vi ma prioritere tid til fordybelse samt udvikle en samarbejdende kultur med fokus pa en analyserende tilgang til udvikling af alle aktorers praksis. Vores fund og konklusioner indeholder endvidere nye perspektiver pa, hvordan vi kan se og praktisere laereruddannelse.Abstract This article addresses challenges in the relations between teacher education, profession and research and aims to explore how we can increase the interaction between the practice (and theory) in schools and the theory (and practice) teachers and student teachers meet in pre- and inservice training.    The problem area is discussed theoretically and empirically based on a research and development project designed with the aim to facilitate equal and developing meetings between practice knowledge, professional knowledge and research knowledge. In the article, we present findings regarding the way we organize research and development project as well as aspect of time and the opportunity for deeper understandings of practice. The conclusion is that if we want to facilitate meetings between different types of knowledge we need to frame our research and development projects so they support both a systematic and differentiated approach, we need to prioritize time and we need to create cultures of cooperation which stress an analyzing approach to all participants practices. Our findings and conclusion also entail new perspectives of how we should understand and practice teacher education.

Rum for udvikling af praksis-, professions- og forskningsviden?