THE ROLE OF ACTION RESEARCH AND REFLECTIVE PRACTICE IN ENHANCING THE WORK OF PRESCHOOL TEACHERS

Abstract

Action research represents a distinct approach to research that differs from traditional research methods. Instead of solely focusing on describing and explaining phenomena, action research aims to enhance practice in the real world. This means it focuses on identifying issues in practice, developing and testing interventions to address these issues, and ultimately evaluating the effects of these interventions. The research problem is the motivation of preschool teachers to engage in action research to improve educational practice. The aim of the research is directed towards determining the significance of action research that would contribute to the development of knowledge, skills, and abilities to improve the work of preschool institutions. The results have shown that preschool teachers have developed an awareness of the importance of action research and reflective practice, as the results obtained through the t-test indicate statistically significant changes in the respondents’ attitudes at the level of p=.000. Preschool teacher are motivated to enhance collaboration with cultural institutions through their own thinking and actions (p=.000), and it is important to them that preschool institutions establish collaboration with cultural institutions (p=.000).