摘要：In a school geared toward change, teachers should assume an active role in the process of research (Hariss, 2002, p. 33) as opposed to the common practice where, in the best case, teachers are only the users of the results of research conducted by somebody else. Given this thesis, action research in many ways meets teachers’ needs. Through the process of action research, teachers may solve identified problems and promote this practice in accordance with autonomously set goals. At the very heart of action research is action, and the obtained data represent feedback on the basis of which it is possible to adjust and change planned activities. This turns the whole process into a flexible and creative response to the needs of the respondents. In this process, researchers conduct research themselves in cooperation with other participants who can also become potential researchers.
