Action Research as a Prerequisite for the Development of Learning Situations and Learning Support for Primary School Pupils: Teachers’ Experiences

Action research in educational practice is defined as the systematic exploration of how to change the status quo in educational practice, and how to find new ways of doing things in order to bring about positive change for all those involved in the educational process, i.e. to improve student learning and achievement. It is an activity that enables the planning of a strategy for action, which is implemented, systematically monitored, reflexively reflected upon and modified. In action research, the teacher as researcher takes on the responsibility of solving a particular learning problem, and this cannot be done without deep critical thinking abilities, which is why it is important to have deep, reflective educators in schools. Action research enhances teachers’ capacity for professional development, autonomy, and the ability to evaluate and take responsibility for educational practice and its improvement. The article presents teachers’ experiences of the value and meaning of action research in primary education practice.