I had previously understood reflection to be the primary way to identify my professional learning needs as an educator. Further exploration of the Australian Professional Standards for Teachers (APST) broadened my understanding of how the three professional domains: Professional Knowledge, Professional Practice and Professional Engagement, provide a framework for identifying areas for development. Ewing et al. (2019) highlight the importance of continually evaluating teaching practice, while Ailwood et al. (2016) emphasise practitioner inquiry and collaborative reflection within professional communities. The Australian Institute for Teaching and School Leadership (AITSL, 2025) further demonstrates how the APST can guide professional learning by helping educators recognise areas for improvement and establish relevant learning goals. I can apply this resource in my future practice to evaluate my capabilities, identify learning needs and guide my ongoing professional development.

I had not previously given much consideration to the range of professional learning sources available to educators. Whitton et al. (2021) expanded my understanding of the importance of ongoing professional learning in strengthening teaching knowledge and practice. They identify various opportunities such as professional reading, mentoring, collaboration with colleagues, professional associations and professional development sessions. Additionally, the authors emphasise that professional learning should address educators' individual needs and lead to intentional improvements to practice. The Victorian Government (2024) resource, Resources to support your professional learning and practice, provides further opportunities to explore relevant professional learning resources. I now recognise that professional learning is not an individual responsibility but is strengthened through participation in professional learning communities. Sharing experiences, discussing challenges and reflecting on different perspectives allows educators to develop their knowledge collaboratively and identify opportunities to improve their practice. As a preservice teacher, I aim to actively participate in these professional conversations and contribute to a culture of ongoing learning within early childhood settings.