Teacher's function as a researcher has been the subject of heated debates during the last two decades.The advocates argue that education can not be conceived as a scientific domain within the positivistic paradigm. They put emphasis on the intricacies and uncertainties associated with teaching circumstances and invite teachers to participate in the knowledge production process through action research. Known otherwise as reflection in action, such teachers are referred to as reflective practitioners (after Schon) and are deemed to be more effective in carrying out their professional responsibilities. This article explores the theoretical grounds of both views, ie: technical and reflective, and offers some insight into the experiences gained through the adoption of teacher as researcher program in the education system of Iran.