Vloga raziskovalca praktika v akcijskem raziskovanju

The role of teachers as action researchers is still undervalued and not sufficiently encouraged at the faculties of pedagogy and in expert education of in-service teachers. In Serbia, teachers are mostly seen as mediators or technicians whose task is preparation for and conduct of teaching practice based on the instructions developed by external experts. Teachers, therefore, acquire the role of craftsmen rather than professionals and creators. Action research enables teachers, along with other participants in the educational process (students, parents), to initiate changes in order to improve educational practice and self-emancipation. Encouraging teachers to conduct action research could lead to permanet teacher education, changes in schools, professionalization of the teaching vocation and interconnectedness of the theory and practice. The research presented shows that, statistically, the majority of participants believe that the most important role of the teacher in action research in schools is that of the researcher (34.62%), whereas the lowest number of participants opted for the role of the observer (1.54%), which reveals that the teachers are aware of importance of assuming the role of practitioners and researchers of the educational practice