九年一貫課程是近幾年來的重大課程改革措施，令處於教育實務的現場的老師感到措手不及，也需要重新塑造新的角色認同。本文首先就九年一貫課程綱要內涵與學者的闡述，描繪出九年一貫課程的教師角色圖像，然後從實務觀點，探討九年一貫課程理想教師圖像不為教師認同的成因。作者分別再從教師專業認同、文化再製、課程實施，以及批判教育學觀點，進一步深入反省九年一貫課程改革下的教師角色可以呈現何種樣貌，以及在現今課程改革趨勢下，教師需有課程批判意識的覺醒、積極的抗拒與轉化行動，以及持續的專業成長等作為，以塑造符合時代潮流與課程改革趨勢的教師專業角色。

Grade 1-9 curriculum is an important policy of curriculum reform in recent years. Most teachers don't know how to tackle it. New identity of teachers' role should be shaped at this time. This article describes suitable images of teachers' role based on Grade 1-9 Curriculum Guidelines and scholars' interpretation, and discusses the reasons why teachers can't accept this ideal picture for themselves. This article also discusses what teachers should be from the view of professional identity, cultural reproduction, curriculum practice and critical pedagogy. Furthermore, at the trend of educational reform, it states that teachers had better own the curricular critical consciousness, positive resistance and transformative action in order to develop the ability to appropriately enact the professional teachers' role demanded by the curriculum reform.