ABSTRACT
This chapter considers a teaching and reflection on teaching as two central activities of pedagogical professionality. The first is about doing a really good job and second is about doing an even better job. It discusses the actions and norms in a professional setting by means of the example of how teachers transform school laws to actions in classrooms. The chapter focuses on research into a democracy project in preschools, primary and secondary schools in the city of Lund. The existence of meta-norms brings a way for teachers and other professionals, to create solutions related to such situations. As meta-norms are constructed as general or universal principles, they form a strategic base for teaching, thus opening up for actions in the classroom. To a researcher, a meta-norm model presents a possibility of finding structures in complex social situations. The concept of 'recognition' served as a model for the pattern found in the study of how the teachers described their work.
