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Abstract

Action research is defined as „a democratic and participative orientation to knowledge creation. It is a space for „working with and towards knowledge in action”, what means operationalization of knowledge as a dynamic phenomenon, mediated by widely contextual environment. The article presents a fragment of the research based on students’ reflective self-investigation process
that took place both during the implementation of the project and (mostly) after its completion. The aim was to identify how students perceived an intensive engagement in pedagogical and research activity in the process of a constitution their professional knowledge(s)’ and competences. Special attention was paid on the processes of knowledge generation, the ways of knowing and the processes characterizing the dynamics of knowledge constituted through activity. In a conclusion it is stated that action research is an epistemic process which offers the students the experiences of extended epistemology, epistemic diversity and pluriversality and the interrelated processes of dynamics of knowledge. Such complexity of practices and processes creates knowledge which is emergent in constan flow, alternation and pulsation and unpredictable in its
mosaic structure.