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Action research is based on dialectical and constructivist epistemology, which emphasizes the pedagogical understanding of phenomena rather than their scientific interpretation. The rationale of this study, which is not value-neutral, is phenomenology, as it tries to view the whole phenomena (holistic approach). Action research is primarily based on the need for reflective teaching practitioners, rather than on ideas of individuals or institutions outside the school context, and this type of research, unlike other research approaches, is the closest to the modern notion of practice. This paper discusses the importance of contemporary action research in teachers' activity, through which they can solve identified problems and improve their practices in line with the autonomously set targets. The authors focus on the methodological training of reflective teaching practitioners. [ABSTRACT FROM AUTHOR]