On its accession path to membership of the European Union, Croatia recognises the need to transform its educational system, and throughout the system, professionals recognise the need to acquire new knowledge, skills and competencies. This paper reports on a capacity building programme in which 18 senior advisors from different regions in Croatia developed action research projects in schools. The paper outlines the context of the programme, describes the programme itself, and presents case studies of the advisers’ action research projects. Analysis of cases and evaluation data 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 report suggests that action research can lead to desirable change, even when imported into schools. Thus action research might hold one answer to the question, how to promote life-long learning among teaching professionals in ways that are beneficial to them as individuals and in teams.
- Action research
- professional development
Cain, T., & Milovic, S. (2010). Action research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30. https://doi.org/10.1080/02619760903457768