Abstract
How do teaching artists identify themselves, experience professional development, and perceive their professional development needs? This exploratory case study employs elements of self-study to describe the professional development experiences of teaching artists within one specific context, noting strong practices and suggestions for change. Participants articulated ideas around the converging themes of identity, induction, professional knowledge, and continuous development. Their insights provide support for advancing the identity of teaching artists as professionals, informing the choices of those who provide professional development, and engaging teaching artists as agents in their own development.
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