近二十幾年，W. Carr與S. Kemmis所倡導之批判／解放的行動研究於教師專業發展領域，深具影響力。然而，他們建議可參考M.Foucault於權力之闡述，以深化行動研究之方法論。本文旨在探究Foucault的論述／權力／知識觀與分析方法於行動研究之效用和局限。首先，說明行動研究的內涵及Foucault的論述／權力／知識觀與分析方法，再就Foucault的觀點與方法之功效和局限加以析論。整體言之，行動研究者可透過外在論述與知識之參考，以發展較合理性之實務方案；同時，也宜協同透過批判性的自我反省檢視彼此之論述，以形成較合理性之共識。這兩個部分可和Foucault之理論產生連結，因而成為本文析論之焦點。依Foucault之理論，論述與知識乃特定社會歷史環境之下的權力關係網絡之產物，且可能存在某種問題。參與行動研究者之間的論述與共識，亦具此種特質。透過Foucault的觀點與方法，行動研究者將較能察覺值得進一步深究之問題，惟問題的發現不等同於問題的解決，這也是Foucault的觀點與方法之局限。另外，本文也指出Foucault於「自身關懷」與「自我修養」之闡述可作為行動研究之另一種方法論基礎，且可提醒參與研究者關注自我之感受與欲望，以更能發現問題與轉化自身。

Critical emancipatory action research promoted by Carr and Kemmis has substantially influenced the field of professional development for teachers over the previous 20 years. Carr and Kemmis suggested that action researchers can improve action research methodology by adopting Foucault’s theory of power. Thus, we investigated the functions and limitations of applying Foucault’s perspectives on discourse, power, knowledge, and methodology to the action research approach. In this paper, we first explain action research and Foucault’s perspectives of discourse, power, knowledge, and methodology. Subsequently, we discuss the functions and limitations of Foucault’s perspectives and methodology. Generally, action researchers can refer to extrinsic discourses and knowledge to develop rationally practical plans. Concurrently, they should collaboratively engage in critical self-reflection to cultivate a rational consensus. These two actions were the focus of the analysis and discussion in this study because such actions can be connected to Foucault’s theories. According to Foucault, discourse and knowledge are the products of power relationships that exist in a specific social and historic environment and are likely to be problematic. The discourses and consensus among action research participants also demonstrates the aforementioned traits. By applying Foucault’s perspectives and methodology, action researchers can more effectively determine which problems warrant study and resolution. However, problem identification is not synonymous with problem solving, which is a limitation encountered when applying Foucault’s perspectives to action research. In addition, Foucault’s perspectives on “the care of the self” and “the cultivation of the self” can be used as an alternative methodological basis and can remind educational practitioners engaged in action research to consider their feelings and desires, thereby more effectively identifying problems and transforming the self.