This article seeks to expose the findings of the main empirical studies that address the relafionship between educational research and teachers. For this, we reviewed a series of proposals on the subject, which are organized in three groups: research focused on in-service teachers, teachers in training and studies that compare the perceptions of teachers and other educational agents. In general, teachers are crifical of the research, characterizing it as an abstract and decontextualized knowledge of their reality. Pre-service teachers have more opfimisfic opinions. However, they consider that their preparation in the subject is insufficient to Rally become active readers of educatonal research. In conclusion, we indicate that the relatonship between researchers and teachers requires changes and that training in research should be more intentional and permanent.