“教师即研究者”的提出重新定位了教师的身份，强调教师把教学和研究结合起来，教师研究运动由此在国内外展开。教师教育科学研究区别于传统的学术研究，是以一线教师为主体展开的，关注的是教师教育教学和工作实践中的具体问题，教师对关注的问题设计系统的研究方法，展开有意识的、自我批判性的研究活动。本研究通过问卷法调查了247位来自河北省的一线中小学教师，旨在从理解和行动两个方面探究教师眼中的教育研究是什么样子的，理解层面主要包括了一线教师对教师科研的内涵和价值的理解，行动层面主要包括教师参与课题研究的情况及其影响因素。研究发现中小学一线教师眼中的教育研究名义上契合教师的工作实践：教师关注的问题源于教育教学实践；多采用行动研究的研究模式；应用性和发展性成果更容易被接受。为进一步探究教师参与教育研究的现状，笔者访谈了6位教师（2位校长和4位一线教师），研究发现：教师参与研究的主体性缺失；缺乏有效的科研环境制约了教师科研积极性。最后，笔者针对研究发现的问题提出了四个方面的建议。

“Teacher-as-researcher” redefines teachers’ identity, which emphasizes the combination of teachers’ teaching and researching. Under this proposition, teacher research movement is carried out at home and abroad. Unlike traditional academic research, Teacher’s educational research is mainly conducted by teachers and focuses on particular problems in teachers’ educational practice. Based on one specific problem, teachers would propose a systemic research method and carry out the research consciously and self-critically. This study, surveyed 247 teachers from primary and secondary school in Hebei Province by questionnaires, aiming to explore what teachers think of educational research, from two aspects of understanding and participation. The study shows that from the perspective of primary and secondary school teachers, educational research is aligned with their work practice in name. In order to further explore the existent state of teachers participating in educational research, the author interviewed six teachers (two principals and four teachers) and found that teachers participated in the educational research with no subjectivity and the lack of effective research environment restricted the teachers’ study enthusiasm. In the end, the author put forward four suggestions in response to the problems revealed.