Everyone has an image of the ‘perfect’ or ‘good’ teacher idealized in their head, and Kumashiro goes to expand on the three images of a teacher; consisting of, teachers as practitioners, researchers, and professionals. In doing so, we are trying to desperately define what it takes, and what image portrays an overall ‘good’ teacher. This made me reflect to my application essay on “what makes a ‘good’ teacher”. From comparing the reading to my essay, and my experience, I have learnt that there is no solid definition of a ‘good’ teacher. When we try to specifically define a ‘good’ teacher oppressive or normative values confine teaching. In my opinion, from my personal experiences, I believe that my image of learning to become a teacher, in this program, relates to the teacher as a ‘researcher’. I am constantly expanding my knowledge, but not by trying to grasp all of the answers and subject matter because that is impossible. Instead, I am learning to evaluate concepts critically from all angles and perspectives. Key concepts that regularly show up in my classes are the ideas of culture, society, the ‘hidden’ curriculum and race. With these concepts I have learnt to work with colleagues in collaboration to challenge views, in order to construct an anti-oppressive teaching environment. Learning as a ‘researcher’ bridges the gap of theory and practice, which is important because they are two different concepts that relate together, and influence teaching methods. One must remember that a ‘good’ teacher is, “not what someone is, but something that someone is always becoming” (15). Once we stop to fix our identities and teach a repetition of knowledge we become oppressive, rather than enhancing anti-oppressive strives to become a ‘good’ teacher.