Refleksyjny andragog w procesie badań w działaniu

The article presents theoretical considerations on the changes in the perception of the function and role of the teacher, responding to the dynamics of modern society. The major directions of change may include: prepare learners to be independent of cognitive, inspiring of development, and introduction to the world of knowledge (Kwiatkowska, 2008, p. 41-45). Modern teacher of adult people, to be ready to meet these requirements should be assisted in the process of improvement and self-education, and one of the proposals to prepare them for the new features is the idea of reflective practice. Recent years have shown increased interest in teacher education in the direction of reflective practitioners, mainly through action research. Modern teacher is not only a professional who teaches well, but also creates knowledge. Action research are currently the subject of increasing interest to researchers and the practitioners, because of the possibility of personal development and the efficient movement in an increasingly complex and ambiguous reality.