ABSTRACT
This chapter takes the form of an illustrated fable in which issues of teacher identity and professional space are explored, harking back to an idealized age of innocence in the mind of the teacher protagonist with idealized notions of education set against mechanized, assessment-driven approaches. It raises questions about the creative spaces open to beginning teachers and about what it might mean to be a teacher. A creative sense of mystery for both students and teachers lies at the heart of the story, as does the idea that the creative spaces of classrooms are powerfully and inextricably linked to teachers’ own senses of creativity and identity.
