摘要：Regarding the professional and scientific literature, there is a large number of outlined sources that expound and explain the reasons of reform failure in the world, where emphasis is put upon the failure of changing educational practice. Refering to many authors (Bruner (2000), Fullan, (1993, 1999), Hopkins (2001) et al.), the thesis laid in the basis of this work's reflection is the one saying that real, long-term and qualitative changes in education are to occur by direct changing of educational practice in institution. In this matter, the changing of educational practice in institution means not only the changing of organizational, that is, structural dimensions in the institution, but still more it demands the changing of teacher manner of thinking, that is, raising the quality of teacher comprehension that refers to educational process. The comprehension of educational practice is in a connection with a teacher professional improvement as a strategy in the process of changing the educational practice on a way to qualitative changes in education. It is a question of teacher professional improvement as a continuous, lifelong process and reflective practice as a permanent learning strategy.
关键词：direct changing of educational practice; educational reforms; reflective practice; professional improvement; learning
