Abstract
ABSTRACT This account of practice tells the story of how engaging in a critical action learning set helped us address problems with student engagement in a postgraduate module. On the surface, this seems fairly straightforward following Revans’ model (1971). However, what we actually have are multiple layers of self-reflection, a visual metaphor and its ambiguities, the difficulties involved in teaching reflexivity to postgraduate mostly international students and a research project. It also tells the story of how using an action learning set ourselves and challenging and accepting our own stories improved both our practice and our understanding of our students’ experience in the classroom.
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