Action Research And Development of a New Culture of Relations Based on Autonomy and Emancipation of Teachers

U radu se problematiziraju različiti nedostaci klasičnih istraživanja u području odgoja i obrazovanja, temeljenih na pozitivističkoj i postpozitivističkoj paradigmi. Među tim nedostacima ističu se njihova fragmentirana i dekontekstulizirana priroda, irelevantnost rezultata istraživanja u profesionalnom životu praktičara i drugi. Najvećom zamjerkom klasičnih istraživanja smatra se problem prijenosa rezultata takvih istraživanja u praksu, koji se očituje kao nesklad „implicitnih“ i „eksplicitnih“ teorija učitelja, tj. jaza između onoga za što se oni deklarativno opredjeljuju i načina na koji u praksi stvarno rade. S druge strane, emancipacijska pedagoška istraživanja, temeljena na konstruktivističkoj i interpretativnoj paradigmi, usmjerena su na istodobno unapređenje odgojno–obrazovne prakse i stvaranje novih pedagoških teorija. Ovakav istraživački pristup podudaran je tumačenju teorije odgoja i obrazovanja kao nečega što izranja iz prakse, tj. u praksi se aktivnim angažmanom sudionika (istraživača i praktičara) zajednički izgrađuje, na osnovi razumijevanja odgojno-obrazovnog procesa i zajedničkog konstruiranja spoznaja o tom procesu. U tom se smislu poduzimaju akcijska istraživanja usmjerena na razvoj istraživačkih i refleksivnih umijeća učitelja, izgradnju njihove profesionalne autonomije i emancipacije. Ona doprinose i razvoju nove kulture odnosa, u kojoj se svaki oblik izolacije učitelja zamjenjuje zajednicom koju karakterizira njihova profesionalna povezanost, suradnja, zajedničko promišljanje odgojno-obrazovnog procesa i timski rad.The study addresses different disadvantages of classic researches in upbringing and education, which are based on the positivist and post positivist paradigm. Such deficiencies among others include their fragmented and decontextualized nature, irrelevancy of research results in professional live of practitioners, etc. The most important objection to classic researches is the problem of transfer of such research results into practice, which is manifested as a discrepancy between the “implicit” and “explicit” theories of teachers, or as a gap between the things they are declaratively committed to and the modes they actually apply in practice. On the other hand, the emancipative pedagogical researches, based on a constru-ctivist and interpretative paradigm, are oriented to simultaneous improvement of educational practice and creation of new pedagogical theories. Such a research approach corresponds to the interpretation of the theory of education, as something which emerges from practice, or is being created in practice by active engagement of the participants (researchers and practitioners), based on the understanding of the educational process and joint construction of ideas on that process. In this respect, action researches are taken, which are directed to development of research and reflexive skills of teachers, to creation of their professional autonomy and emancipation. They also contribute to a development of a new culture of relations, where every form of isolation of teachers is replaced by community characterized by their professional connection, cooperation, joint consideration of the educational process and team work