Аннотация:ABSTRACT Making liberal use of metaphor, this paper attempts to articulate the felt reality of 'doing' reflective practice and of facilitating reflective processes for others. It highlights a number of questions and issues that arose during the development of a module, entitled 'Becoming a Reflective Practitioner', as part of a Masters degree programme for experienced educators and trainers in a university in the north of England. It notes, in particular, some of the tensions and mismatch of expectations that occurred as a group of tutors began to work reflectively together within an educational culture that increasingly demands tangible 'results'. The paper also notes that engagement with reflective practice can sometimes be both uncomfortable and disorientating: a brief personal account of reflection-in-action is given to illustrate this point. A concern is then raised about the need for tutors to delineate clear boundaries within which to work with students whose developing reflective practices could cause them to address difficult and/or personal issues that may lie beyond the remit of the academic programme that prompted them to embark on this path.
