(World Scientific and Engineering Academy and Society (WSEAS), 2010) MANDIC, DANIMIR; BANDJUR, VELJKO; LALIC, NENAD; MARTINOVIC, DRAGAN
In the process of action research are trying to gather quantitative facts, as well as other empirical research. This, however, is basic and primary goal of action research. Action research is largely based on qualitative factors. Paradigm of action research is less scientific explanation, a more pedagogical and methodological understanding of the phenomenon that is the subject of research. That does not mean that action research does not strive for the quantitative facts. They tend to rely on quantitative and qualitative facts simultaneously. Action research differs from other types of methodological research and the fact that the researchers considered all the participants of activities (actions) which is the subject of research. Managing changes in education requires particular teachers knowledge. Managing innovations is very complex, because the teacher’s resistance occurs due to insufficient capability and inadequate equipment in schools.
Overcoming this problem involves active participation in seminars for teacher training. Development of information technology and constantly innovating educational technology causes changes in the methods and forms of teaching and organization that would be optimal in the era of mass application of Internet and electronic sources of knowledge.
