Art teacher professional learning feedback loops in, for and from spaces between COVID-19

Prior to COVID-19, teacher professional learning typically relied upon physical access to sites of arts, cultural and educational enrichment. Through an analysis of pre COVID-19 (2018) and COVID normal (2020) textual data sites, this article considers the meaning that can be made in the temporal and latent space between professional learning and COVID-19. Through collaborative conversation, care, deep listening, and storying, we identify points of convergence between pre and COVID-19 normal data sites in cross-educational sectors. This article explores how meaning making in and from the convergent space between data sites highlights individual and collective instances of educators adopting what Deleuze and Guattari characterise as 'slippery dispositions'. We in turn posit that these dispositions allow the cultivation of new insights for how, where and when art teacher professional learning might thrive.