Introduction
Reflexivity is a metacognitive process of engaging critically with the self and it is recognized as essential for improving professional practice and sustaining a scientifically robust discipline. In consulting psychology, the psychologist is regarded as the primary instrument of consulting and the aim is to bring about insight and change in the organization, through the use of self. The importance of reflexivity in the psychology profession is widely recognized, yet there is limited empirical evidence describing its challenges and value.


Purpose
The study aims to explore lessons learnt about teaching reflexivity by interrogating the experiences of two lecturers facilitating a year-long reflexive practice course with PhD students in consulting psychology.


Method
The study followed an autoethnographic approach, applying the critical and dialogical process of duo-ethnography. Having taught a reflexive practice course since 2018, the researchers generated data through critical self- and collaborative reflection about their teaching experience with consulting psychology doctorate students. The 10-month course includes identity awareness workshops, self-reflective essays, narrative group reflections, coaching workshops and peer coaching, as well as metaphoric self-presentation. The researchers' interconnected, iterative data collection and analysis process entailed: i) the generation and sharing of individual self-reflective narratives; ii) entering into critical dialogue about shared reflections to develop new insights and meaning about teaching reflexive practice; iii) co-constructing themes through a thematic analysis of the narratives generated in i) and ii).


Results
Preliminary themes describe reflexivity as: i) a window to epistemological growth, ii) a vehicle for authentic self-expression and connection, iii) inspiring self-authorization in research and practice, iv) a process of resilience building.


Conclusions
Acknowledging the subjectivism of the duo-ethnographic method, the study provides a critical phenomenological grounding for cultivating reflexive practice. Reflexivity facilitates conscious identity work and develops self-efficacy in becoming a consulting psychologist. The duo-ethnographic methodology highlights a unique triple hermeneutic epistemology to teaching reflexivity.