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This paper used narrative to present the author’s understanding process of “concept study” in teachers’ professional learning. The understanding process was advanced by several questions emerging from the preparation of doing “concept study”. Thus, the several questions and their solutions became the threads of the narrative. The narrative provides not only a lived experiences of the author’s understanding the essential meaning of “concept study” in teachers’ professional learning but also a process for the action towards the transforming way of knowing for teachers’ professional learning.

The Understanding of “Concept Study” in Teachers’ Professional Learning: A Lived Experience of Complexity Inquiry