本研究強調教師是實踐性別平等教育的重要關鍵。尤其，有些女教師雖然身處於父權文化中，也選擇了教師這個傳統上屬於「女性化」的工作，可是卻能跳脫複製傳統性別角色的模式，質疑現存社會中不合理的性別權力關係。她們不一定認為自己是「女性主義者」，但是基本上都關心性別平等的議題，並努力將這樣的理念落實在自己的教育場域中。這群女教師自覺的過程、想法、實際採用的策略、所遭遇到的回饋與反挫，以及意識與實踐過程的辯證和省思等，正是本研究想要探究的焦點所在。
有鑑於此，本研究以兩位關心性別平等的國中女教師為主體，採取質性取向的個案研究，以深度訪談和教室觀察兩種方法蒐集資料。在為期半年的資料蒐集過程中，每位研究對象至少接受六次訪談與十四次的教室觀察。訪談內容主要在瞭解受訪者的性別意識發展歷程、內涵與性別平等教育的理念、實踐經驗。觀察部份則包括教師的正式與非正式課程。
研究發現兩位女教師在父權文化下，雖同樣經歷過被「女性化」與「邊緣化」的社會壓迫，但是她們卻能跳脫複製傳統父權社會的思維模式，勇於抗拒不合理的性別權力關係，這些促使她們意識覺醒的因子來自於主體遭受歧視的經驗、高度的自省能力、論述或成長團體的啟蒙以及實踐省思的觸發。再者，她們對性別平等所抱持的信念與實踐方式雖各有殊異，但其教學卻共同呈現出以下特色：性別敏感的教學、民主化的師生關係、教學的目標在於彰益學生權能。
綜而言之，本研究可以獲致以下結論：
一、性別意識的發展基礎並不必然侷限於性別的受壓迫經驗。
二、性別意識為一種辯證發展的動態歷程。
三、具有性別意識的女教師為個人實踐理論的建構者。
四、教師所抱持的性別平等觀具有個殊性。
五、性別平等教育的實踐應以性別敏感的教學代替「正確」操作手冊。
六、性別平等教育的實踐植基於民主化的教學情境。
七、致力改革的教師缺乏集體性的支持。
八、踐行性別意識的女教師為一轉化型知識份子。
基於上述結論，本研究分別針對教師、師資培育機構、教育行政機關與後續研究，提出相關建議：
一、對於教師的建議
1.鼓勵教師進行個人的意識覺醒。
2.從「單打獨鬥」走向「團隊合作」。
3.教師應自我期許扮演轉化型知識份子的角色。
4.善用彈性時間，實施空白課程。
二、對於師資培育機構的建議
應將性別課程列為必須科目，以讓教師於職前教育階段有機會接受相關論述的刺激，進而促進意識的覺醒。
三、對於教育行政機關的建議
應提供小團體的長期課程，以幫助在職教師持續且深入地進行意識的轉化。
四、對於後續研究的建議
1.我們需要累積更多的本土性別平等教育實踐經驗。
2.可探究女性主義教育學在國民教育階段的應用性。
3.可研究具有性別意識的行政人員。

This thesis emphasizes that teachers do play an important role in the education of gender equity. Although female teachers grow up in a patriarchal society, and choose to be a teacher, a “female” work in traditional definition, some still can avoid reproducing traditional gender roles, and further challenge the existing unequal gender relations. These female teachers may not claim themselves as feminists, but they do concern about gender issues, and devote themselves to implementing gender equity in classrooms. Thus this study focuses on female teachers’ awareness process of gender consciousness and beliefs, methods they used, obstacles they faced, and their reflections between consciousness and praxis.
In order to fulfill the above purposes, two female teachers are presented in this thesis through qualitative case study. Observation and interview are conducted to collect data. In the period of half year, every teacher was interviewed at least six times and was observed fourteen periods. The topic of interview is about their developing process of gender consciousness and educational praxis. The observation includes teachers’ behaviors in formal and informal curriculum.
Crucial findings are stated below. Although two female teachers have been “feminized” and “marginalized”, they still can resist the traditional gender relations. What makes their gender consciousness awaken is due to their experiences of being discriminated, their reflective ability, the inspiration of theories or consciousness-raising groups. In addition, they may have different beliefs and praxis, but their teachings show some similar characteristics such as gender-sensitive teaching, democratic relationship between teachers and pupils, and teachings to empower students, etc.
In conclusion,
1.The development of gender consciousness does not limit to gender oppressed experiences,
2.Gender consciousness is a dialectical and dynamic process,
3.Teachers are constructors of personal practical theories,
4.Teachers’ beliefs and praxis about gender equity are unique,
5.The replacement of “correct” handbooks of gender equity education by gender sensitive teaching is essential,
6.Gender equity education is based on democratic teaching,
7.Teachers who devote to reforming gender equity education lack collaborative support,
8.Teachers who are committed to implementing gender equity in their teachings are transformative intellectuals.
Finally, some suggestions are provided to teachers, educational administration, normal universities and universities that provide normal education curriculum, and researchers. Studies of female teachers’ life histories and work experiences would be an inspiration to other teachers, and this study also have an important implication in achieving gender equity through education.

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