This qualitative journey explores how literature informs and challenges my understanding of teaching and learning. Insights, questions, and conflicts are revealed through a series of essays in which my evolving teacher identity is illuminated through literature and imagination.

Hopefully reading this portrayal of literature, which has been a source of educational insight and imagination for me, will be of use to other educators as they reflect on their own teaching.

The spirit of daydreams allows me to integrate literature, autobiography, and imagination through inventive and inspired discourses with literary figures, using authentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher.