engleski

Action research between intellectual freedom and methodological representation

One of the scientific objections to action research is the subjectivity of the researcher. This is what, along with insufficient exactness and questionable repeatability, makes them “soft” scientific methods. At the same time, the objections unjustifiably neglect emancipatory character of the action research which encourages professional development of researchers, development of the quality of the educational process and the immediate benefit for all the stakeholders in the process. Majority of the theoreticians of action research imply identifying problem situations as starting point of a research. But there are different perspectives as well. If quality development is seen as a purpose of an action research, it is justified to start in the success area. The new area of unpredictability, creativity and paths to new solutions adapted to specific social situations opens up if success and development possibilities are explored with active participation of all stakeholders (even those who do not have any research competencies). The focus on specificity, without the necessity to generalize, enables deep understanding of the process and individual’s personality. A step away from the rigid research structure stimulates divergence. That being said, the structure does not necessarily imply a roadmap of activities and exactness of the outcomes, but specific social relations of the stakeholders in the process. The inclusion of all stakeholders interested in educational welfare is encouraged. Current welfare, especially of children, implies the quality “here and now”. At the same time, it does not exclude the focus on the long-term affirmative educational outcomes. This paper initiates discussion on the possibilities of continuous implementation of action research of the educational process in the institutional context. The initiative of the practitioner and the focus on the existing success are advocated. It is argued that performance can contribute to research engagement and coping with problems. The question arises of the relationship between scientists and practitioners, research freedom and methodological structure as a predictor of the scientific nature of the action research.

emancipation and professional development of practitioners, quality of the educational process, the relations of the participant

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