The Teacher as an Educational Researcher: From Methodical Action to Field Practice

Abstract

This article aims to highlight the qualitative shift in the teacher's roles, transitioning from a mere conveyor of information and a curriculum implementer to an educational actor and a researcher of classroom practices. The paper explores the mechanisms for integrating educational research into daily practice to transform the teacher from a consumer of knowledge into a producer of it, demonstrating the impact of this transition on developing educational action and enhancing the quality of learning outcomes. Adopting a descriptive-analytical approach, the study deconstructs the concept of the "Teacher-Researcher" and analyzes the requirements for moving from spontaneous practice to systematic action. Emphasis is placed on fundamental action research tools—such as observation and the analysis of educational documents—as mechanisms for data collection and the interpretation of classroom phenomena. The study targets the classroom environment and educational stakeholders, focusing on the research competencies that a contemporary teacher must possess. The findings reveal that a teacher's success in transitioning into a researcher hinges on acquiring critical thinking skills, receiving continuous training in action research methodology, and the urgent need for a supportive institutional environment that fosters reflective practice based on scientific evidence.