This paper presents the respective but cooperative analyses of a lecturer and an academic development practitioner of a reflective journal dialogue over the twelve weeks of teaching a postgraduate course. The paper explores the issues in framing the inquiry, the personal-professional nexus, and the tensions in distinguishing concepts and processes in teaching and the research on teaching. These include the educational dilemmas for both the lecturer and the academic development practitioner in the areas of assessment, judgement, evidence, accountability, responsibility, authority and professionalism.

Keywords: reflective journal, teaching development, academic development