Stručni rad
https://doi.org/10.32903/zs.69.2.7
ROLE OF ACTION RESEARCH IN INCREASING THE MOTIVATION OF TEACHERS – REFLECTIVE PRACTITIONERS FOR PROFESSIONAL DEVELOPMENT
Branka Spasić
; Filozofski fakultet Sveučilišta u Nišu
Jelena Maksimović
; Filozofski fakultet Sveučilišta u Nišu
Sažetak
Action research is a specific process aimed at improving educational practices through active involvement by those within the educational system. For action research to be effective, it needs to be placed within the contextual framework of teacher practice. Although there is an increasing effort to apply action research in schools today, its importance still seems not to be fully understood. The paper presents aspects of implementing and evaluating activities aimed at increasing the motivation of teachers - reflective practitioners for professional development, conducted through action research with classroom teachers. The research was conducted in three phases. The first phase included formulating the basic starting points of the research, familiarising potential participants with the framework plan of activities, and the joint concretisation of the activities after the teachers' commitment to participate in the research. In the second phase of the research, three activities of theoretical, practical and creative character were realised, followed by discussions aimed at maximising the effects of the process. In parallel with this, the process of observing the effects was also carried out, and a formative evaluation of the process took place. The third phase of the research was marked by a summative evaluation of the programme's effects, including the teachers' perceptions of the impacts of the implemented activities and their future plans for inclusion in the professional development process in action research and reflective practice. The research results point to the possibility of increasing the motivation of teachers - reflective practitioners for professional development in action research and reflective practice.
Ključne riječi
action research; reflective practice; reflective practitioner teachers; motivation; professional development
Hrčak ID:
315267
URI
Datum izdavanja:
14.3.2024.
Posjeta: 716 *