隨時代的轉變，教師應該有不同的專業能力及轉化自己的思維。現今，教師的專業能力及教師圖像應該有轉變，其不應該是課程內容及官方知識的接收者，他（她）們應該具備批判意識，與學生有好的互動。Freire是批判教育學的重要學者，曾經教導識字運動，改善受壓迫者的生活。Freire主張人們應該具有批判意識，強調改善壓迫，化為實踐，並且論述教師應該有的素養。是故，研究者由「Gadamer的哲學詮釋學」蒐集資料，探討Paulo Freire的批判意識，並且應用在對教師圖像之啟示。茲將研究結果呈現如下：一、Freire批判意識理論的學術背景和他的生長背景、求學過程、服公職期間及接觸美國文化有關。二、Freire批判意識理論的理念包含批判意識之覺醒、人性的實踐與批判意識之開展、師生對話與提問式教學。三、師資培育單位宜培育職前教師成為轉化型的知識份子，不墨守成規。四、教師宜具備寬容、尊重及愛等素養，並且持開放的胸襟和學生共同合作，關注教育現場，批判現況。

Teachers and educators constantly evolve and transform their professional expertise and thinking to match the changing times. The role of the modern teacher and their expertise should be adaptive, and not only regurgitate officially sanctioned classroom content knowledge; the teacher should employ a Critical Consciousness method, and have good interaction with the students. Freire advocates that people should have a critical consciousness, with an emphasis on improving oppression, putting ideals into practice, and discussing teaching concepts. Researchers that have collected information from “Gadamer's hermeneutics”, discuss Paulo Freire's Critical Consciousness, and apply these implications into the teaching role. The research results are presented hereby as follows: Firstly, the academic background and growth of Freire’s Critical Consciousness theory is discussed in terms of education during its public acceptance into American culture. Secondly, Freire’s Critical Consciousness theory includes the concept of the awakening of the practice and development of critical awareness. Critical Consciousness can then be used in discussion between students and teachers. Thirdly, the education of teachers should nurture this adaptive educational trait in new teachers, in order for them to become nonconformist intellectuals. Fourthly, teachers should be tolerant, and have the qualities of respect and love. They should keep an open mind towards working and inspiring students, as well as constantly assessing the current educational situation.