Performing arts teachers’ understandings of professional personhood:Arts-based explorations in Uruguay

(draft) n the context of an arts-focused university college in Uruguay, we explore how performing arts teachers (PATs) understand their professional personhood. Two colleagues - both of whom are performers - who-teach as well as being teachers-who-perform - drew a blind portrait (Huang, 2022) of their professional ‘self’, before verbally discussing their visual portraits with us in English. We also had Spanish-medium follow-up discussions based on their reading of the transcription of the discussion from the blind portrait session. As informed by our analysis of both visual and verbal data types in tandem, we reflect on how each colleague, together with the research team, constructed an understanding of her own professional personhood.