My scholarship is grounded in teacher professional learning and, over time, has extended into professional learning research across professions and academic disciplines. Through innovative development of the self-reflexive methodologies of self-study research, narrative inquiry, and autoethnography, my work has shown professionals as self-directed and self-developing learners who, in dialogue with others, can gain vital insights into their professional selves and practices – with critical implications for personal-professional growth and social transformation. I have collaborated across contexts and continents to enact and document methodological inventiveness in professional learning research using arts-based, bricolage, dialogic, memory-work, poetic, and polyvocal approaches.