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).

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Description/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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/02619760903457768
ISSNs: 0261-9768 (print)
Related URLs:
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ePrint ID: 71727
Date :
Date Event
April 2009Submitted
2010Published
Date Deposited: 21 Dec 2009
Last Modified: 18 Apr 2017 21:01
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/71727

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