行動研究，乃教育實務工作者解決實務上的問題與發展教育知識之有效途徑。在台灣，近十幾年來，行動研究已被許多教育實務工作者所採用，惟依筆者的經驗與見聞，它的進行與發展也面臨一些困境和挑戰。首先，教育實務／學術工作者在進行或評估行動研究時，常受量或質的研究傳統所不當支配。其次，台灣的學校制度與組織文化，難以促使教師主動深入探究教育實務上的問題；華人傳統文化與教師慣有之工具與技術導向的思維模式，又影響行動研究的實施成效。最後，台灣教育學術社群近年較少呼應國際潮流創新行動研究之內涵；同時，也少見研究者針對台灣社會文化傳統及學校制度與教師特質，論述行動研究的實施與推動之問題和解決方案。本文針對這些困境與挑戰加以反思，並提出可能的因應與突破之道。

Action research is a useful approach for educational practitioners to solve practical problems and develop educational knowledge. It has been implemented by a number of educational practitioners over the past 10 years in Taiwan. However, several predicaments and challenges exist in its implementation and development according to the author's experiences and visions. First, educational practitioners/academic researchers predominantly use quantitative and qualitative traditions of methodology when they implement or evaluate action research. Next, the system and organizational culture of Taiwan's schools do not facilitate teachers to actively and deeply examine the problems in their educational practices. Moreover, traditional cultures of Chinese and the orientation of instrumental and technical thinking generally employed by Taiwan's teachers negatively affect action research. Finally, it is extremely rare for educational researchers to respond to an international trend and innovate the contents of action research in these past years. In addition, for the implementation and promotion of action research in Taiwan, few researchers attempt to argue the problems and the strategies that could solve them based on Taiwan's social and cultural traditions and teachers' traits. This paper focused on examining these predicaments and challenges, and proposing potential approaches for breakthrough.