本研究以敘說方式描述一位在研究型大學中得到教學傑出獎的教師，探討教師在重視研究的學術氛圍中如何座落自己。當我以一個研究生的角色接近數學系的阿丹老師，這一年多生命相互走入的時間長流裡，生命故事有了再敘說與再活出的機會。透過敘說探究的方式捕捉阿丹在研究型大學中展現的樣貌，教學面向發光發亮的教師對於學生甚至是社會大眾懷抱著什麼樣的理想？在教學、研究、服務中阿丹又將如何座落自己？從過去關注教室內的教與學、學生學習成效、大學教師有效教學與教師自我等等的相關研究中，本研究更擴展至下課後教室外的教師如何座落自己並豐富教學的內涵，從故事中揭露出教師與教學的豐富樣貌，其中自我的座落包含著一路走來的歷程，也蘊含著許多當下個人與學校體制的緊繃性，透過探索教師對自身教育專業實踐的意義，進而再思故事中湧現的高等教育與學術環境議題。 The purpose of this study is to explore how the participant to locate himself in the research university. Narrative inquiry was used to explore the participant’s story, a mathematics professor who got an award of outstanding teaching in the university. As I closed to the participant, “A-dan”--a teacher of the department of mathematics, with a graduate student's role, our life enter into each other on flowing year, the life story of A-dan had a chance to retell and relive. From A-dan’s life story, I can find out how he located himself based on his belief. He is enjoying the moment with family members, students, literature reading and creation, teaching in innovation, and with something he thinks meaningful.
