Abstract
ABSTRACT This study examines the negotiation of identities by teacher candidates and early-career theatre educators. Focusing on reflections written by teachers (n = 14) in a foundational course on theatre education, we considered how they develop a perspective beyond their own personal experiences in theatre and theatre classes. Participants focused on theatre class as a place where students can feel safe to be human, feel a sense of belonging, and develop creative and practical skills. They also identified the ways that theatre classes enrich students’ other school experiences. We found evidence of an important shift in which teachers take on the identity of both artist and educator, and noted that this shift allows them to take on a new layer as arts advocate.
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