Abstract
Seven experienced university teachers who already required reflective journal writing from their students undertook an innovative experiment in which they made the same demand of themselves, with their own continuing professional development (CPD) in mind. Six of them received and considered confidential facilitative comments upon each journal written, provided by the seventh member, who had had experience of this form of facilitation. An original feature of the pilot was for the facilitator to act as a primus inter pares, genuinely compiling his own reflective journal with his own CPD in mind, and offering it for comment, in return for each incoming journal. The teachers' experiences and reactions to these are reported, together with their suggestions for refinement of this scheme.
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