Masks as self‐study. Challenging and sustaining teachers’ personal and professional personae in early–mid career life phases

Abstract

Drawing on previous research identifying how teachers’ capacities to sustain their effectiveness in different phases of their professional lives are affected positively and/or negatively by their sense of identity, this paper illuminates three early–mid career teachers’ self‐study inquiries, centring on mask work. The creative development of individual masks discloses teachers’ complex, occasionally dislocated narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases. Storylines ultimately become reframed and, in a number of instances, lay claim to reinvigorated commitment, self‐determination and initiatives for change.