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This paper provides an exemplar to teachers and professionals for engaging with collective reflection techniques for vocational development and identity consciousness. Drawing on concepts of col lective reflection and autoethnography, this paper explores the journey of our academic teaching team through a combination of individual reflections, diaries and recollections that occurred during the application process of a teaching and learning award. This salient journey enabled us to reflect on 'what we do' and challenged us to deeply consider 'why we do it'. This experience has consequently had considerable impact on how we conduct our internship programme, how we view ourselves in relation to others and insights into how we learn.