Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility

In this article, I conduct a critical scrutiny of how best to frame Teacher Professional Learning (TPL) in time uncertainty, what extent, contemporary mainstream literature provides complete description construct and, if not, might be missing, hidden, unintended or otherwise overlooked. draw from feminist perspectives as novel lens theorise TPL differently, taking holistic, emancipatory and nuanced perspective that goes beyond “what works” counts” approach the certainty implied by preset norms empirical consensus. then use select literature, framing using best-evidence syntheses, reports one transnational policy influencer, Organization for Economic Cooperation Development (OECD) counter-narrative studies concerned with reductionist analytics. Findings reveal two limitations current data-driven system performance management. The first limitation concerns TPLs reified many unsolvable dilemmas contradictions teachers’ developmental practices when framed linear processes adoption, integration problem solving. second is ethico-political question whose knowledge counts an evidence-based practice underplays, often denies, other ways knowing. study contributes theorisation raises important questions teacher professional learning development worthy further research consideration.