An ethical imperative in professional learning is taking an enquiring stance to improve outcomes for children, young people, and adult learners, a process that the national model of professional learning recognises also develops professional agency and voice. Practitioner enquiry is a continuous journey of deep transformative learning, challenging assumptions, informing practice, and achieving impactful change through critical self-reflection.

Transforming into an enquiring professional requires more than research skills; it demands the knowledge, skills, dispositions, and understanding to deeply question, challenge, understand, and know learning and teaching. This challenging process should reveal, as Mockler and Groundwater-Smith (2015) suggest, 'unwelcome' and uncomfortable truths about what is actually happening e.g. during the learning and teaching process, ultimately transforming our knowledge and confidence in our practice.

The hallmarks of an enquiring professional are adaptability, an embrace of change, critical analysis of their practice, and the understanding that true professional transformation arises from acting on the challenging truths uncovered through enquiry.