Interpretive expressions of the horizons, challenges and solutions of the researcher teacher program as action research on the teachers' scholars

The purpose of present research, survey of the horizons and challenges of the researcher teacher program as action research on the Researcher teachers. To understand the lived experiences of the researcher teachers the methodology of interpretive expressions has been used. The research sample consisted of 20 people of the teachers participating in the researcher teacher program and who completed at least action research period has been completed and their reports have been selected. The research questions were: What are the horizons of action research on teachers' scholars? What are the bottlenecks of action research on teachers' scholars? Data were collected using semi-structured interviews and purposeful observations transcribed using the Van-Manen method. the most important horizons of action research on teachers' scholars include closing the distance between the viewpoints and the practice, expansion of participation and exchange of information and experiences, avoidance of factorization and scientific responsiveness to challenges, production of indigenous and applied knowledge, self-esteem development and self-esteem and improving teaching quality. The most important bottlenecks include the expansion of scientific intolerance, the lack of motivation and the need for research, the lack of research and research culture, the low quality of training courses and the lack of teacher dominance, lack of access to resources and facilities, lack of positive attitudes among authorities and Teachers were reluctant to take action and low accuracy in reporting judgments. Ultimately, short and long term solutions by participants were proposed for more effective of the researcher teacher program and eliminating bottlenecks.