Introduction

The principle that says that no change in educational practice can come to life without the involvement of teachers is, of course, a common knowledge. However, in a case when researchers introducing novelties into educational process do not consider a teacher as a supporter of a research process, i.e. a subject who actually directs a process of modifying, but retain them in a role of a researchee, who has to be successfully persuaded into necessity of changes, they do not achieve that teachers concretize their own findings and test the results of their own research. Systemic changes do not necessarily lead to structural changes, at any rate regarding patterns of values and viewpoints. The teachers are precisely the ones who are the carriers of the structural changes in education. Continuous development in the field of education has stimulated teachers towards finding new solutions, at the same time enabling them to indulge in their own professional development, which leads towards action learning (Pedler and Burgoyne, 2008). It is a teacher who changes the structure of ones own practice, as the system cannot successfully implement changes without the teachers and their cooperation.

Studying the practice, interfering with it and changing it, with a desire for improvement, are the basic postulates of action research. This means that the latter takes place almost exclusively on the basis of initiatives given by people acting in concrete social situation.