This master thesis is conducted with the purpose of investigating what kind of knowledge, is already available, about ‘professional skills of practice’ in lower secondary teachers’ actions, but also how this knowledge can be a reflected part of their action competence. The Danish Ministry of Education has announced a national strategy of implementing specific initiatives with the aim to strengthen the ‘professional skills of practice’ for student in lower secondary, in the Danish elementary school. This has an impact on teaching and learning processes but also affects the way learning is understood and approached by teachers and their communities of practice. Some of the theoretical framework of this project was based on Donald Schöns learning theories about knowing-in-action and reflection-in-action. Data was primarily conducted on the basis of qualitative semi-structured interviews carried out on lower primary teachers. The classical method for that was innovated by making a question sum up through an aesthetic photo exercise in the try of giving the teachers an artefact with metaphors to reflect from. The concluded results and signs of learning barriers was used as suggested inspiration for specific directions, tools and a didactic method for approaching ‘professional skills of practice in teaching.