課程改革相關討論一直備受關注，尤其臺灣實施十二年國教之後，這一波改革對師生而言更是直接的衝擊；不過，即使處在這樣的脈絡之中，教師的課程實踐似乎仍是步履維艱。過往的研究，多從國家機器、教師文化、專業認同等方面對上述現象予以解釋，本文則企圖打破原先的論述框架，新闢教師實踐的論述空間，故嘗試採完全走入教師的脈絡之中，不再讓教師成為被觀看的他者；用批判教育學的視角，從課程意識、師生關係、社會責任三個層面的覺醒歷程，理解教師為何要實踐、如何去實踐，並將教師批判覺醒後的課程實踐予以理論化。
本文採為時兩年的質性個案研究，深入臺灣北部某縣市都會區的大型完全中學國中部教師專業學習社群，研究對象為此社群其中三位教師；並運用參與／非參與式觀察、回溯性的深度訪談、文件分析，探究教師如何藉由社群建構出多重反思的專業文化場域、教師覺醒的契機與歷程、以及實踐的困境所映射出的結構性問題。
研究發現，教師的教學作為，往往反映了教育體系中的各方權力關係，故教師通常會在權衡之下，選擇自認為最適合的處理方式，但這不一定具有教育意義；若能打破現存結構對教師的定義，教師賦權的力量便會產生。教師與學生之間的關係則頗為複雜，既是平等的關係，教師須帶著批判反省的力量聆聽學生的聲音；亦是權力不對等的關係，教師須走向解放的權威，方能帶領學生共同建構課程，這對本研究的個案而言，是仍待努力的方向。教師的社會意識則能帶領教師走向覺醒，本研究個案因能與課室中弱勢的學生站在同一陣線，故得以揭露迷思，看見社會結構中的隱形群體，進而期待能藉由課程實踐，消解此結構所帶來的壓迫。
根據上述的發現，研究結論有五項，分別為：一、社群的交流能讓教師看見多元的課程實踐；二、教師可從自身與課程的連結開始展現主體；三、反省的學習能生成批判性知識並共構課程；四、教師面對基進的改革行動時仍會游移不定；五、納入課程實踐的改革論述使教師賦權增能。而本文亦針對未來關於教師課程實踐的研究以及關於第一線教師的實踐，予以相關建議。

Issues in curriculum reform are a constant cause of concern. In Taiwan, the wave of reforms, especially after implementing the 12-Year Basic Education Curriculum, greatly impacted teachers and students. Despite this, teachers still find it difficult to think of the curriculum as praxis. Past studies mostly explained this in terms of state machinery, teacher culture, professional identity, and so on. This article breaks away from the original discourse framework and creates a new discourse space for teachers’ praxis. The author delved into the context of teachers, no longer allowing teachers to be viewed just as “the other.” The author explored the conscientization process of curriculum consciousness, teacher-student relationship, and social responsibility from the perspective of critical pedagogy, understanding why teachers should praxis and how-to praxis to outline the curriculum praxis process.
A two-year case study that delved deep into a professional learning community (PLC) of teachers at a junior high school in a county in northern Taiwan was used. The study participants were three teachers from the PLC. The author used participant and nonparticipant observations, retrospective depth interviews, and literature analyses to explore how teachers construct a multi-reflection professional cultural field by the PLC, the opportunity and process of teachers’ conscientization, and the structural problems reflected by the plight of curriculum praxis.
Teachers’ teaching behavior often reflects power relationships in the education system. Therefore, teachers usually choose the most suitable way of balancing for them. However, this may not necessarily have educational significance. Breaking the definition of teachers down structurally can help empower the teachers. The relationship between teachers and students is complex. Teachers should listen to students’ voices through critical reflectiveness to ensure equality. However, teachers also have emancipatory authority to allow students to construct curricula. Hence, there are also unequal power relationships. The balance of the teacher-student relationship remained very difficult for the study participants. Teachers’ social awareness can lead them to becoming conscientious. Since our case study highlights the disadvantaged students in the classroom, it can help break the “myth” and see the invisible groups in the social structure, hoping that the curriculum praxis can eliminate the oppression brought about by this structure.
There are five research conclusions: 1) Communication in PLC allows teachers to see diverse curriculum praxis, 2) teachers can begin to present the subjectivity from the connection between themselves and the curriculum, 3) adding reflective learning in the classroom could continuously generate critical knowledge and co-construct the curriculum, 4) teachers still hesitate in the face of radical reforms, and 5) incorporating the reform discourse of teachers’ curriculum praxis could empower them. This article also provides relevant suggestions for future research on teacher curriculum praxis and teachers’ praxis.

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