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I’ve been tying myself in knots trying to write a short blog about teacher professional learning. My goal was simple: to provide an overview of how teacher learning is a vital professional activity. Yet, the very need to explain this has left me feeling stuck.

It’s frustrating, isn’t it? I’ve read extensively, taken notes, applied various analytical frameworks, and examined all sorts of critical aspects. But instead of simply explaining, I find myself defending the concept of professional learning for teachers—advanced study conducted by qualified individuals who have demonstrably elevated levels of competency and a commitment to a specific set of professional values.

What baffles me is that I feel I shouldn’t have to defend professional learning as a “thing”—and especially not as a necessary “thing” for teachers. What other profession faces such scrutiny over their qualifications and knowledge? It’s hard not to feel that, despite our training and expertise, there’s a pervasive belief among the public that teachers aren’t highly qualified professionals.

A Flawed Perception

Consider this: what other profession allows childhood memories to shape public judgments about competency? Just because we’ve been to the dentist as kids, does that mean we know how to extract a tooth? Or because we’ve lived in a house, does that qualify us to build one? So why do people think that simply having attended school gives them insight into the professional knowledge and practices of education?

It’s perplexing. Perhaps it’s me who needs to reflect on this. Do teachers themselves believe they are highly qualified and deserving of respect for their expertise?

The Importance of Professional Learning

Teachers are not just doing a job; they are engaging in a profession that requires specialised qualifications, skills, and knowledge. They are committed to ongoing learning to enhance their competencies. This commitment is essential for improving educational outcomes for students, and it should be recognized and valued by society.

So, as I sit here grappling with how to express these thoughts, I urge you to consider the importance of recognizing and supporting teacher professional learning. It’s not just about defending a concept; it’s about advocating for a profession that shapes the future.

Acknowledgment
I used AI in developing this post. It was useful for clarifying my thoughts and finding a ‘blogging-voice’ that previously escaped me. I’ve saved the transcript.

Art has a unique power to evoke thoughts and feelings, often prompting us to reflect on our perceptions. Recently, I found myself drawn to a graphic illustration that I found visually pleasing. Its shape immediately reminded me of other circular objects I enjoy, like pies, marbles, and gobstoppers. As I looked deeper, the circles within circles lured me into a contemplative state, invoking images of tree rings, archer’s targets, and even electric hobs.

The colours—varying shades of blue and green—reminded me of many round things I admire: the view of Earth from outer space, ancient circular ruins embedded in hillsides, and the intricate beauty of the iris and pupil of an eye. This visual stimulation opened the door to a wider realm of artworks, calling to mind pieces like Sea Circles Balnakieth Beach 17 May 1992 (Glob, 1992), Interrupted Circle (Riley, 1963), Starry Night (Van Gogh, 1889), and Vitruvian Man (da Vinci, c. 1490). Each of these works explores themes of circles, spheres, and roundness, yet their materials and contexts significantly influence their interpretations.

Take da Vinci’s Vitruvian Man, often described simply as a pen-and-ink drawing on paper. However, a deeper dive reveals that this masterpiece was created using a technique called metalpoint. The process involved preparing the paper with a chalky coating, allowing it to dry before the artist applied initial lines with a metal stylus. Subsequent layers were added with pen, ink, and touches of watercolour, all meticulously applied at different times to ensure the precise lines remained distinct. Therefore, Vitruvian Man can be more accurately characterized as a drawing composed of five layers of diverse media, each contributing to its complexity.

This brings us to an intriguing conclusion: Vitruvian Man is essentially a collage. Understanding the construction of this image—and the tools employed—opens up an opportunity for a richer comprehension of the artwork, its creators, and its audiences. Knowing that da Vinci’s work involved a multitude of media challenges commonly cited facts about the piece. For instance, the assertion that da Vinci was illustrating the mathematical concepts devised by Vitruvius merits a more nuanced examination, especially when we consider the timeline of their respective affiliations.

In art, just as in education, there is much to unpack. Our understanding of visual pieces is shaped not only by their aesthetics but also by the intricate histories and contexts that lie beneath the surface. I invite you to reflect on how these layers influence your interpretation of art and the stories they tell.

Acknowledgment
I used AI in developing this post. It was useful for clarifying my thoughts and finding a ‘blogging-voice’ that previously escaped me. I’ve saved the transcript.