教育研究以前被認為是大專校教研人員才會參與的工作，一般的前線老師最多只會協助研究的進行，甚少自己計畫做研究。香港教育學院在職普通話教師培訓課程，要求老師做行動研究。本論文的目的是：探討參加該課程的中小學普通話教師對做行動研究的看法，以及他們曾嘗試做行動研究的範疇，藉此讓有意做行動研究的普通話老師得以參考，同時也會看行動研究與普通話老師專業成長的關係。
Educational research has previously been regarded as activity undertaken by both teaching and research members of tertiary institutions. Frontline schoolteachers, rarely conducting research on their own, usually take up the role of an assistant at most. However, the Hong Kong Institute of Education has made it a requirement for participants of the Putonghua Teachers In-service Training Course to conduct action research. The objectives of this article are threefold: (1) to survey course participants' views with regards of conducting action research; (2) to present a profile of the scopes of their action research for the reference of Putonghua-teachers who are interested in conducting such research; and (3) to assess the relationship between action research and professional growth of Putonghua teachers.[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]
