| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 96 === The educational reform waked me up from my 26 years’ homeroom teacher’s life, then, I changed my work to become a first-grade English teacher. At different teacher’s position, I was like returning home from a long stay in some other place, noticing everything in my teaching environment. Looking through new eyes, I could not take the educational pattern for granted any more. I must rethink and reconsider my teaching experience and the curriculum practices which I should search.
Taking the view of a stranger, I reviewed and interpreted my teaching life story: What did I get from the trace-back of my homeroom teacher’s experiences? What obstacles were confronted as constructing the third space of curriculum in a stranger’s lenses? What ways of solution did I take? What inspiration did I obtain from narrative inquiry?
Writing me and my teaching life in review, this thesis focused on aesthetic inquiry to understand the new perspectives and possibilities of curriculum, expanding the third space of curriculum through traveling back and forth between modern structures and post-modern subjectivities. The research methods were combined in order to get as full a picture as possible of my narrative journey in curriculum; they are observation and interviews and analyses of some materials, such as: field notes, diaries, portfolios, recordings, photographs, etc.
Through the adventures of exploring the third space of curriculum, as a stranger’s lenses, I find out: 1) Teacher’s teaching belief was influenced by his or her life experiences. 2) Aesthetic teaching praxis provides stranger multi-lenses for searching the third space of curriculum. 3) The outcomes of students’ learning can be vague. 4) The curriculum practices have to take time to wait for students’ exploration and development. 5) The theoretical practices needs to approach student's natural disposition. 6) There were gaps I’ve crossed over: Pursuing the collaborative relationship of teachers and laying down teacher’s authority, teacher’s life narrative is a suitable approach to help building teacher’s curricular experience. The journey of curriculum is endless; expanding teacher’s life career can open new vision of curriculum.
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