Abstract
The article presents experience from educational action research in teacher education, which was obtained by conducting an investigation with first year students during the first semester of their studies. The aim of this action research is focused on the concept of phronesis, which was theoretically substantiated by Aristotle and further elaborated by several contemporary scholars. The article emphasises the need to recognise different kinds of action research.
This study focuses on the investigation of specific characteristics of phronetic processes. The content of our educational action research is people's attitudes towards own and other species. It was considered a tool for investigating the research aim, which is to develop the ability to find wisdom of insight in phronesis. Three stages of prhonesis (A, B and C) can be distinguished in this educational action research. This article reflects the organisation of action research and evaluates the use of communicative space at the initial stage of research from the perspective of researchers and research participants. The article also contains evaluation of research outcomes concerning the extension of communication discourse and the evaluation of experiences regarding attitudes towards own and other species in various contexts. Finally, the article proposes a brief review of tendencies that reflect changes in the research participant opinions. Discussion and conclusions reflect the specific features of phronetically-oriented action research. The article presents the first experience from phronetically-oriented action research and seeks conditions for promoting wisdom of insight (phronetic skills) in communication and through discourse.