Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion

ABSTRACT

Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions – disruptions – are called ‘disruptive hooks’. In the process of addressing such disruptive hooks, teachers create various knowledge artefacts to store the meaning of the various pieces of information. However, there would not necessarily be sufficient discussions about artefacts as outcomes of reflective practices and the way for disruption to boost or ignite the creation of knowledge artefacts. This conceptual paper argued that disruptive hooks would lead teachers to professional learning, which would then result in knowledge artefacts being produced to store the information, knowledge, know-how, or even imagination. In other words, professional learning requires disruptive hooks by its nature, and the struggles in the learning and changing processes of the teachers result in producing knowledge artefacts.

KEYWORDS:

• Disruptive hooks
• knowledge artefacts
• professional learning
• information

Acknowledgement

The author would like to extend sincerest thanks to the reviewers for their highly constructive comments to improve the quality of this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the School of Education, Culture and Society, Faculty of Education, Monash University [ECS Research Capacity Building Grant].