Review article
CONDUCTING SIGNIFICANT CHANGES IN EDUCATIONAL PRACTICE THROUGH ACTION RESEARCH
Branko Bognar
orcid.org/0000-0002-8037-6555
; Filozofski fakultet u Osijeku
Abstract
Traditional approaches to professional development are based on the
assumption that it is enough to inform practitioners about the new possibilities often created and tested out of their professional context to realize changes. Unlike this, in action researches the active role of a practitioner is implied in all the phases of the realization of change, taking the following assumptions as starting points:
1. Education is a complex activity in which it is rarely possible to anticipate and regulate appropriate solutions.
2. For the realization of fundamental changes, having a positive social
atmosphere and support to practitioners – agents of the changes – is of pivotal importance.
3. Learning is realized through practitioners’ action and (self) critical discussion in the context of practice communities or learning communities about the results of one’s actions.
4. Practitioners are the most responsible for evaluation and presentation of their actions.
In action researches practitioners strive to improve the educational practice and develop their ideas as creative potentials as well as ideas from other participants of the educational process.
Keywords
action research; educational changes; learning community; learning community network
Hrčak ID:
48453
URI
Publication date:
22.12.2009.
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