This article examines the issue of scientific research within the framework of the hermeneutic and critical epistemological approaches. These two approaches, by allowing social sciences to take distance from the positivist model, have opened a fertile new space to reconsider education as a knowledge production field that can be determined by the teachers themselves. In this context, the article discusses hermeneutic and critical approaches as epistemological frameworks for teacher research and seeks to establish the difference between research in education and teacher research.