This paper explores the development and implementation of a project, designed to support the professional learning of educators working within a Further Education (FE) institution in Scotland, using an innovative method of Reflective Practice (Reflective Co-Mentoring). Specifically, the paper analyses the way in which duoethnography was used to investigate the impact that the professional identities of the project leaders had on the development and overall success of the project. The critical reflection arising from the duoethnographical process allowed the authors a greater understanding of the conflicts and tensions arising in the professional identities of teacher educators, which is an area that warrants further exploration in the literature.
Wilson et al. (Fri,) studied this question.