Abstract:

A team of adult educators conducting in-service training for master teachers of humanities and social sciences carried out action research. In the course of it, the form of the training aimed at introducing the so-called 21st-century approach to learning was modified so that it would encourage the trainees to apply the ideas discussed within the in-service training more effectively in their day-to-day work. The task given to the trainees involved creating interdisciplinary learning scenarios based on the 21st-century approach to learning. The central question of our action research concerned the extent to which critical reflection influences the professional development and identity of adult educators.
Data. In the course of action research data was collected from the following sources:
• The texts of the assignments given to three groups of trainees and the training team’s critical reflection on them.
• The descriptions of trainers’ teaching philosophies and individual reflection on teaching principles, which was conducted during and after the in-service training.
• Written feedback on the course received from the trainees and the practical learning scenarios they presented.
• In addition to that, the team of adult educators conducted collegial discussions over the format and content of the course as well as over their own teaching philosophies, including teaching principles and methods.
Results. The results of the action research indicate that both the awareness of the trainer’s own teaching principles and critical reflection help to better understand one’s role as a trainer working with experienced trainees. According to the trainees, the attitudes perceived at the course are vital in accepting novel approaches.
Educational situations in their essence are complex and unpredictable to a greater or lesser extent. According to Bakker and Montano Montessori (Bakker & Montesano Montessori, 2016), it is a sign of teachers’ professionalism if they do not attempt to avoid this complexity (dolor complexitatis), but take it seriously and even appreciate it (amor complexitatis). Such teachers respond to the changing conditions flexibly, on the basis on their professional stance as well as academic and practical knowledge and skills, while also cooperating with colleagues in reflecting on the decisions made. The amor complexitatis of the trainers is of major importance in motivating trainees. While at the beginning of the process we aimed to study to what extent and how the teachers participating in in-service training apply the new approaches in their own work, then during the action research our focus shifted: instead of measuring if and how the changes are implemented, the trainees should be taken as partners. The expectation of changes implies that the trainer has a monopoly of knowledge, which the trainee should adopt and adapt. However, if trainees are taken as the partners who have professional competence in implementing changes, then the aim of “applying changes“ proves irrelevant. The training meant for master teachers should be based on a dialogue, where the synthesis of academic and practical competence brings about considerably more enriching outcomes.

Keywords:

Action research, in-service training, 21st-century approach to learning, professional development.