U stručnoj i znanstvenoj literaturi navodi se veliki broj izvora koji izlažu i obrazlažu razloge neuspjeha reformi u svijetu, s naglaskom na neuspjehe mijenjanja odgojno-obrazovne prakse. Pozivajući se na mnoge autore (Bruner (2000), Fullan, (1993, 1999), Hopkins (2001) i dr.), u osnovi promišljanja ovog rada je teza da se prave, dugoročne, kvalitetne promjene u odgoju i obrazovanju mogu dogoditi izravnim mijenjanjem odgojno-obrazovne prakse u ustanovi. Pri tom mijenjanje odgojno-obrazovne prakse u ustanovi, ne znači samo promjenu organizacijskih, tj. strukturalnih dimenzija u ustanovi, nego još više zahtijeva promjenu načina razmišljanja učitelja, tj. podizanje kvalitete njihova razumijevanja odgojno-obrazovnog procesa. Razumijevanje odgojno-obrazovne prakse povezano je sa stručnim usavršavanjem učitelja kao strategijom u procesu mijenjanja odgojno-obrazovne prakse na putu ka kvalitetnim promjenama u odgoju i obrazovanju. Radi se o profesionalnom usavršavanju učitelja kao kontinuiranom, cjeloživotnom procesu i refleksivnoj praksi kao permanentnoj strategiji učenja.Regarding the professional and scientific literature, there is a large number of outlined sources that expound and explain the reasons of reform failure in the world, where emphasis is put upon the failure of changing educational practice. Refering to many authors (Bruner (2000), Fullan, (1993, 1999), Hopkins (2001) et al.), the thesis laid in the basis of this work\u27s reflection is the one saying that real, long-term and qualitative changes in education are to occur by direct changing of educational practice in institution. In this matter, the changing of educational practice in institution means not only the changing of organizational, that is, structural dimensions in the institution, but still more it demands the changing of teacher manner of thinking, that is, raising the quality of teacher comprehension that refers to educational process. The comprehension of educational practice is in a connection with a teacher professional improvement as a strategy in the process of changing the educational practice on a way to qualitative changes in education. It is a question of teacher professional improvement as a continuous, lifelong process and reflective practice as a permanent learning strategy
