教師課程意識覺醒是教師主導批判教育學解放潛力的關鍵要素。本文在相信教師為轉化型知識份子，能夠承擔其解放教育責任的前提下，旨在透過理論與實務研究的分析，探討教師課程意識覺醒與其個人生命史的關係，以及教師課程意識覺醒與其教學行動的連結。研究結果發現，教師重新檢閱個人生命史中的種種壓迫經驗有助其課程意識的覺醒。而其課程意識的覺醒，將引發解放的教學行動。

To aware their curriculum consciousness is very important for teachers to explode the liberating potential of critical pedagogy. Because teachers are transformative intellectuals, and need to shoulder the duty to liberate their students, they must know what they think beyond their teaching action. The purposes of this article are to discuss the relationship between teachers’ curricular awareness, and the connection between teachers’ curricular consciousness and their pedagogical praxis. By theoretical discussion and practical analysis, I found that if teachers can explore their own oppressed experience and reflect the oppress facts in school, especially they are the resource of the oppression, they would get the chance to highlight their curricular consciousness. And once teachers can promote their curricular consciousness ,they would empower themselves and can liberate their students.