The gap between researchers and teachers has minimized the impact that research should have on school development. Using teachers as researchers is one way of empowering them to adopt the perspective of the researcher. Research-oriented activity is then seen as one promising means of improving the teachers' pedagogical expertise. It is assumed that teachers will be better able to make decisions about their teaching if their judgments are supported by their own inquiries. Teacher research is typically action research, which links investigation with efforts to solve practical problems or develop new programs. In order to be able to do teacher research, teachers will have to be solvers of educational problems. They will have to be able to discover and define problems, to think of promising alternatives of solving them, to observe and document activities, to reflect on the observations and, ideally, to report on the changes in their pedagogical thinking. The stages in action research include problem identification, creating a solution to the problem, implementing the solution, evaluating the solution, and modifying one's ideas and practice in the light of the evaluation. Finding and defining a good research question is the most important and difficult part of a research project. In the case of the teaching content through English or a foreign language, classroom research questions could deal with the following: goals of pilot projects; materials; methods; students' learning outcomes; students' affective attitudes; comparison between content-based language classes and "normal" classes; change in one's views and teaching practices; perception of successes and problems; impact on relations with colleagues; impact on the school; parent's views and attitudes; and reflection on what was done and achieved. Some hints for doing action research/teacher research are offered. (Contains 44 references.) (CK)