In 2014, the Danish primary school system went through a major reform. One main change is the greater participation of pedagogues in school. This is a dramatic change both for teachers and for pedagogues, a distinct profession, traditionally working outside school and representing a creative and social approach to learning and wellbeing. This article examines how teachers and pedagogues in an action research project negotiate their new common work and which understandings of good pedagogical practice these negotiations express. The article shows that international educational rationales about learnification and attainment that are found in the Danish reform, affect the professionals' understandings of professionalism and educational practices, and that this marginalises some traditional pedagogical practices. However, the article also shows that both pedagogues and teachers critique dominant educational policy rationales and explore what space for action exists in the reform.