Teaching is Performing: an alternative model of teacher education

Abstract

Abstract This article argues for a redefinition of teaching as a performing art and for teacher education to be remodelled accordingly. It is based on theory generated by the author's research with pre‐service secondary teacher trainees which examined the nature of role identity, role conflict and the place of reflection in role identity resolution. It is suggested that a teacher education programme might most profitably prepare beginning teachers for the complex roles of teaching by focusing on the skills of improvisatory performance and on intra‐ and interpersonal skill development.