Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions -- disruptions -- are called 'disruptive hooks'. In the process of addressing such disruptive hooks, teachers create various knowledge artefacts to store the meaning of the various pieces of information. However, there would not necessarily be sufficient discussions about artefacts as outcomes of reflective practices and the way for disruption to boost or ignite the creation of knowledge artefacts. This conceptual paper argued that disruptive hooks would lead teachers to professional learning, which would then result in knowledge artefacts being produced to store the information, knowledge, know-how, or even imagination. In other words, professional learning requires disruptive hooks by its nature, and the struggles in the learning and changing processes of the teachers result in producing knowledge artefacts.