The development of research competence is one of the basic demands of the contemporary programs of professional education of teachers. This paper discusses the question of the relation between educational research and education of teachers. Examination of different models of the inclusion of educational research into the programs of education of teachers demands first to shed light on, sometimes concealed, epistemological-methodological assumptions on which they are based. As a starting point for the consideration of problem of the relation between educational research and education of teachers, the circle of questions stemming from dichotomy theory-practice was analyzed. In that context, the problem of the relation of practicians towards educational research was emphasized. The relation between educational research and education of teachers in the model of "reflective practician" and model of education of "teacher researcher" was analyzed. The analysis indicates that the development of methodology of educational research is one of the key aspects of the advancement of the program of teacher education.