In this article, which is based on my AAAL 2023 plenary talk, I argue that researchers may be contributing to widening the never-ending gap between research and practice. At least, there is such a possibility given that researchers, including myself, have rarely investigated their own beliefs and practices related to classroom teaching. In the first part, I overview research of the research–practice relationship and problematize the epistemological clash between two groups of professionals, that is, teachers and researchers. In the second part, I focus on researchers as a profession who have significant potential in contributing to education. In the third part, I share concrete ways of tackling researchers' obstacles in communicating with practitioners if, and when, they wish to be useful for real-world education, including: (a) adjusting the nature of research, and (b) improving communication methods. In conclusion, I propose a model in which the research–practice relationship can be more equitable, effective, and mutually beneficial.

中文翻译：

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探索研究与实践的关系：专业目标和限制

在这篇基于我的 AAAL 2023 全体会议演讲的文章中，我认为研究人员可能会为扩大研究与实践之间永无休止的差距做出贡献。至少，考虑到包括我自己在内的研究人员很少调查自己与课堂教学相关的信念和实践，存在这种可能性。在第一部分中，我概述了研究与实践关系的研究，并质疑了两组专业人士（即教师和研究人员）之间的认识论冲突。在第二部分中，我重点关注研究人员作为一个对教育做出贡献的巨大潜力的职业。在第三部分中，我分享了解决研究人员问题的具体方法。如果从业者希望对现实世界的教育有用，那么他们在与从业者沟通时会遇到障碍，包括：（a）调整研究的性质，以及（b）改进沟通方法。总之，我提出了一种使研究与实践关系更加公平、有效和互利的模型。