我寫這本論文基本上有三個主要目的。首先我想了解教師課程意識的理論與實務的可能性。其次我想知道敘事探究的理論與實務運作的可能性。最後我想探究敘事能否幫助教師提昇課程意識。
環繞著這三個主要目的而來的是，我針對教師課程意識進行文獻的分析與理論建構，我邀集三位夥伴一同探究自我的課程意識。我對敘事的意義、特性、實施方法以及研究倫理等方法論進行探究，我將敘事探究應用於教師課程意識的探討，以及我嘗試了一種新的敘事書寫形式。
在歷經了大約三年的研究，我發現教師探究自我的課程意識，的確能幫助教師對課程保持「覺知」，讓教師開拓課程視野並帶來更新課程的力量，也能主導課程的潛力。我也發現敘事探究不僅有助於掌握教師的課程經驗，開展與提昇教師的課程意識，更能讓教師為自我的課程實踐發聲。當然我也發現教師課程意識仍處「立論」階段，未來需要更多同好加入才能使之更為完備。同樣的，敘事探究的方法論與實務操作也還有許多開展空間，需要更多敘事的討論社群加入，才能測試其是否能成為一新的研究典範。
最後，我想在未來我仍會繼續展開一趟趟的旅程，繼續覺知教師的課程意識，繼續走入敘事探究的秘密花園！

There are three main purposes in my study： to find out the essence and meaning of teacher’s curriculum consciousness; to explore the promise of narrative inquiry in curriculum study; and to know how narrative inquiry can help understanding the essence of teacher’s curriculum consciousness.
Based on the above attempts, I did literature review on critical pedagogy and teacher practical knowledge, and tried to construct a theory of teacher’s curriculum consciousness. For my study, I invited three elementary teachers to participate in my inquiry on curriculum consciousness through a narrative approach.
After a three-year exploration, I found teachers were able to be aware of their own beliefs in teaching and learning through exploring their curriculum consciousness. They could also expand their vision, improve their pedagogical practice, as well as elicit their curriculum potential. I also found narrative inquiry is a suitable approach to examine teacher’s curricular experience. It could not only highlight teacher’s curriculum consciousness, but also give opportunity for teachers to have a say on what they know about curriculum and why they make certain decisions in their pedagogical pactice.
In conclusion, I urge that teacher’s curriculum consciousness and narrative inquiry approach need to be paid more attention in curriculum study. As for me, I will keep expanding my inquiry journey about these important curricular and methodological issues.

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