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Action research as a tool of professional development of advisers and teachers in Croatia

Cain, T. and Milovic, S. (2010) Action research as a tool of professional development of advisers and teachers in Croatia European Journal of Teacher Education, 33, (1), pp. 19-30. (doi:10.1080/02619760903457768).

Record type: Article

Abstract

Whilst educational action research is not unknown in Croatia, its use is not widespread. In part, this might be because action research assumes a high level of autonomy for practitioner–researchers, and a constructivist view of knowledge, neither of which are traditional characteristics of the Croatian system. This article reports on a capacity building programme in which 18 senior advisers from the Education and Teacher Training Agency developed action research projects in Croatian schools. The article outlines the context of the programme, describes the programme itself, and presents an analysis of the advisers’ action research projects. This shows that action research was used by advisers, supporting teachers, to effect change in schools. The principles of action research were generally understood, and produced evidence of practical change, collaboration and mutual understanding. Although action research is generally understood as a ‘grassroots movement’ this article suggests that action research can lead to desirable change, even when imported from elsewhere. Thus action research holds one answer to the question, how to promote beneficial life-long learning among education professionals.

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Submitted date: April 2009
Published date: 2010

Identifiers

Local EPrints ID: 71727
URI: http://eprints.soton.ac.uk/id/eprint/71727
ISSN: 0261-9768
PURE UUID: 958ea84d-9d24-46cf-a93d-f9c1615b7e39

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Date deposited: 21 Dec 2009
Last modified: 18 Jul 2017 23:58

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Contributors

Author: T. Cain
Author: S. Milovic

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