Since the initiation of action research in the 1940s, it has aroused growing interest on a global scale, gradually gaining an increasing group of supporters among teachers interested in improving their professional activity and their own professional development, and among university teacher trainers preparing candidates for teaching. A teacher who undertakes the role of a researcher of his or her own educational activity performs his or her profession as a special obligation and, therefore, not only by contract, but also by vocation, orientating himself or herself towards a research approach to his or her work, by passionately engaging in the process of his or her own professional development and enriching his or her professional knowledge. In this article, I refer to the many years of experience I have gained in the course of conducting action research. It shows that the theory forming the basis for educational practice in the course of reflective professional practice may prove and validate itself, or be questioned and, isumma summarum/i, constitute the basis for introducing changes, improving and developing also the sphere of ipraxis/i, and constructing premises for scientific knowledge (theory). This reciprocity of circulation of both spheres owing to, on the one hand, a specific theoretical orientation and brightening of educational practice and, on the other hand, making the arena of practice available, not only for demonstrating, but also for verifying the validity of the theoretical foundations, constitutes a constantly open space for action research.
Urszula Ostrowska (Mon,) studied this question.