The research approach of Lotte Hedegaard-Sørensen is pedagogic, sociological and social anthropological and at the same time it is collaborative.  It draws on critical, sociological perspectives (as marginalization, exclusion and power) and at the same time it is directed towards understanding the practice of teaching in its complexity and with a focus on dilemmas of differences in practice.

Lotte Hedegaard-Sørensens’ resarch topics are: Teacher Professionalism, Interdisciplinary Collaboration, Professional Development and Social Reproduction (exclusion). In recent research Lotte Hedegaard-Sørensen is examining special school teachers’ collaboration with mainstream school teachers about developing inclusive learning environments.  In a research project published in 2016 Lotte Hedegaard-Sørensen has focused on inclusive education and differentiated teaching. The oveall finding is that neoliberal school policies lead to exclusion in the practice of teaching.  In earlier empirical research Lotte Hedegaard-Sørensen examines teachers practice competencies and knowledge in both special and general learning environments. Lotte Hedegaard-Sørensen have developed the concept ‘situated professionalism’ referring to teachers didactic reasoning and adjustments during teaching. It’s found in research that teachers in both special and general learning environments draw on knowledge about didactics, inclusion and special knowledge about individual children. These different knowledge-paradigms is combined in different patterns according to the specific situation in practice.

From the outset of understanding teachers’ situated professionalism Lotte Hedegaard-Sørensen develops methods of professional development taking the point of departure in teachers’ practice and not in theories and methods developed outside practice.