This paper presents our sense-making of the learning that has occurred during a collaborative research partnership. The concept of ‘communities of practice’ and a discourse perspective on learning and identity inform the paper. Our collaboration originated in a conversation and a concern which brought us together. This concern focused on our unease with current approaches to teaching and assessing reflective practice. We agreed to undertake a collaborative research project and in 2014 we received a Researcher Development Grant from the British Academy of Management (BAM). Our teaching and research interests are aligned in that we teach and research reflective practice at a variety of levels, from undergraduate to Doctoral level. We would consider ourselves to be reflective practitioners and collaborating on the BAM research project provided an opportunity to turn the critical lens on ourselves; as educators and researchers. In doing so we were aware of the gap identified by Bell & Thorpe (2013:105) that: ‘despite elaborate theorising, there is relatively little published research in which reflexivity, or even reflection appears to be practiced to any significant extent’. Our aim in this paper, and the conference presentation, is to contribute to this gap by sharing our reflections of participating in this research collaboration
