The global 2020 COVID-19 pandemic impacted teaching and learning in all education institutions. The unprecedented and rapid shift from classroom based to fully online teaching raised unfamiliar dilemmas for educators, requiring immediate operational and pedagogical changes to meet previously unimagined demands. This study reports how an Australian school harnessed this experience and the teacher professional learning which ensued. Online focus groups were conducted with 50 teachers. The theoretical lens of Pedagogical equilibrium was used to explain the sense of unrest, curiosity, uncertainty and perplexity evident in teachers’ responses as they began to address unfamiliar challenges. Data analysis revealed such disequilibrium provided opportunity for teachers to work together to socially construct new professional knowledge in three key areas: teacher agency, community collaboration and teacher well-being. The findings demonstrate the importance of positioning such disruptions as opportunities for teacher professional growth and strategically encouraging teachers to reflect, articulate and share their learnings. When done effectively, these processes can embody a dynamic, collaborative community culture based on respect, reciprocity and trust. Such a culture shift not only supports the construction of both individual and collective professional knowledge but also enhances teacher well-being.

2020 年全球新冠肺炎 (COVID-19) 大流行影响了所有教育机构的教学。从课堂教学到完全在线教学的前所未有的快速转变给教育工作者带来了陌生的困境，需要立即进行操作和教学变革，以满足以前无法想象的需求。这项研究报告了澳大利亚学校如何利用这一经验以及随之而来的教师专业学习。50 名教师参加了在线焦点​​小组。教学平衡的理论视角被用来解释当教师开始应对不熟悉的挑战时，他们的反应中明显的不安、好奇、不确定和困惑的感觉。数据分析显示，这种不平衡为教师在三个关键领域共同努力构建新的专业知识提供了机会：教师代理、社区合作和教师福祉。研究结果表明，将此类干扰视为教师专业发展的机会，并从战略上鼓励教师反思、阐明和分享他们的学习成果非常重要。如果有效执行，这些流程可以体现基于尊重、互惠和信任的动态、协作的社区文化。这种文化转变不仅支持个人和集体专业知识的建设，而且还提高了教师的福祉。