Abstract
The presented, formative evaluation study analyses how nursery and elementary teachers within the project “ponte- Kindergärten und Grundschulen auf neuen Wegen” intensified their cooperation and accompanied the passage from Kindergarden to primary school. The biennial study did permit to reconstruct changes within educational orientations and practices concerning the figuration of the children’s passage. On the basis of a triangulation between group discussions and video based participatory observations analysed by the documentary method of interpretation, it was possible to draft a multi-faceted and dense image about the practice within the project and the underlying implicit structures of knowledge. The results show that within the process of the project pedagogical practice often changed to a reflective and discursive practice, a conjoint thinking and a new thinking about pedagogical practice was initiated and the collaboration between the involved teachers became (more or less) a matter of course. Consequently the project initiated essential processes of professionalization and the progress of quality.