This article addresses staff- and student wellbeing in performer training by acknowledging and engaging with the role of the pedagogue in the complex grey area of training where we are not doing therapy, but also not not doing therapy. In doing so it seeks to open up for scrutiny and productive exchange an aspect of training that is often present but rarely discussed in pedagogical terms. The article highlights ways in which the transdisciplinary ‘third space’ between training and therapy draws attention to itself in training moments, and conceptualises this ‘third space’ by drawing on notions of ‘being with’ and ‘thirdness’ in radical pedagogy and relational therapeutic approaches. Drawing on autoethnographic examples of teaching practice, the article then looks at this ‘third space’ of complexity more closely as a reality that many teachers live in; begins to outline some of its possibilities in relation to the notions of resourcing, rhythm, and radical believing; and through that, proposes implications for future practice.

本文通过承认和参与教育者在复杂的培训灰色区域中的作用，在我们不进行治疗但也不进行治疗的情况下，解决了员工和学生在表演者培训中的福祉。在这样做的过程中，它试图为审查和富有成效的交流敞开大门，这是一个经常出现但很少在教学术语中讨论的培训方面。这篇文章强调了训练和治疗之间的跨学科“第三空间”在训练时刻引起人们注意的方式，并通过利用激进教育学和关系治疗中的“共处”和“第三空间”概念来概念化这个“第三空间”。方法。借鉴教学实践的自我民族志实例，然后，本文将这个复杂的“第三空间”视为许多教师生活的现实；开始概述它与资源、节奏和激进信念相关的一些可能性；并通过它对未来的实践提出启示。