This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault's conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices through data obtained from interviews and classroom observations at a further education college, this article justifies disrupting our current common sense by which quality is defined in the landscape of educational policies and research. It is necessary, first, to try to unsettle the so-called discourse of evidence-based teaching, resulting in the production and dissemination of universalised pedagogical forms. By exploring how ecological factors affect institutional hierarchies and influence teaching practices, I challenge the notion that power relations in education are solely one-directional and oppressive. Insights from theory and teaching practices suggest that there are new forms of power at play, drawing attention to the concept I refer to as 'transphenomenal awareness', and offering a more profound understanding of the significance of transcending the confines of pedagogical determinism that presently guides educational policymaking.