The Teacher as a work of art

There are concerning trends in the current educational landscape, where teachers are often viewed through reductive lenses, portrayed as mere technicians or implementers of policy. In this article we challenge such narrow perspectives by proposing a fresh conceptualisation of teachers as works of art themselves. We focus on exploring the multifaceted nature of teaching and the value of educators beyond their functional roles. Drawing parallels between teachers and complex artworks, we consider seven manifestations of this concept. Through these lenses, we examine how teachers, like artworks, elicit diverse interpretations, embody knowledge and values, possess inherent worth, create spaces for discovery, represent unique individuals, continuously evolve, and reflect broader cultural contexts. We argue that this reconceptualisation offers a richer, more nuanced understanding of the teaching profession. It provides educators with a framework to view themselves as complex, evolving ‘artworks’ within the educational landscape, while challenging stakeholders to move beyond reductive metrics in evaluating teachers’ work. By framing teachers as works of art, we aim to foster a deeper appreciation for the complexity and value of educators, opening new avenues for understanding and advancing an alternative conversation about how we value teachers’ contributions to education and society.