engleski

Three decades of applying action research for teacher professional development in Croatia

By analysing the content of available pedagogical literature, historical discourse gives insight into three decades of application of action research in Croatian pedagogical theory and practice. In this field, there are translators and, from contemporary positions, carriers of foreign theoretical knowledge and practical achievements. Their implementation as well as the results of their achievements in Croatian educational practice are best reflected in the level of early and primary education. For the purpose of successful socialization, adoption of educational knowledge of children and students and raising the quality of their achievements, educators and teachers are adopting new and effective solutions in their professional development. Applying action research in a methodological approach encourages educational employees on professional career development as well as their personal growth and development. This approach to research qualifies them for experiential learning, in which they use self- reflection to respond to the obligations and responsibility of their career development, but it also empowers them to align their personal needs with the needs of changed approaches. More frequent changes of strategic scenarios in the workforce of employees are encouraged and required by the national curriculum and the obligation of professional growth and progress, which imply new procedures in the work process. Personal professional progress and development is evident in the former application of completely new and only theoretically available scientific knowledge about this methodology. This shows teachers’ responsibility for taking over and the enthusiasm and creative approach in the development of their careers and personal professional advancement. This is a way to change ourselves on a personal level and apply new knowledge that we come to realise ourselves with the help of our colleagues critical friends. At the same time, with an action approach and self- reflection, we motivate other employees in the system to accept the confirmed changes. In three decades in Croatia, this approach has slowly but surely been implemented in the educational system at the level of educators, practitioners, principals, educational advisers, as well as on the scientific and research level, which is confirmed by this work.

implementation, methodological approach, carriers, praxeology, reflection, self-evaluation

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