Sure, I think that whether you acknowledge it or not, what you do is based on certain assumptions you have about language learning. And the task of research is to examine those assumptions and make them explicit. Then we can look systematically to see if in fact that assumption is valid. Theory in no way denigrates practice. If a practice appears to be successful, let's look at it.
Research goes from theory to practice, practice to theory.
Teachers have enough to do, they really don't need to be researchers. The idea is good, and you always need to be aware of the setting, what you're teaching, how the materials are collected. This doesn't mean that practitioners shouldn't be involved in research. Collaboration between researchers and practitioners is essential. The discussion is much needed.