Playing teacher: artful negotiations in the pre-service classroom

In this paper, the author draws on poetic analysis and artful inquiry to explore the ways in which pre-service teachers perform their subjectivities. Using a poststructuralist lens, the author seeks to complicate often idealized (re)presentations of Teacher created by students within the courses she teaches while considering the possibilities of engaging critical and artful inquiry in teacher education. Voices and genres intersect throughout the text as a means to illustrate the complex nature of performing self within the work be(com)ing Teacher, while offering space for dialogue and diverse interpretation.