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This presentation uses original research to advocate for the emerging methodology of duoethnography as a new approach to add to the reflective practice repertoire. Duoethnography utilizes dialogic communication to gain insights into the nuances and complexities of individual experiences. We will share our duoethnography research project to discuss different aspects of our teacher identities as they relate to our professional trajectories. We will then illustrate how this project has affected our teaching beliefs and practices as a result. Finally, we will also offer tips and suggestions to encourage other teachers to adopt a duoethnographic approach to aid in professional development.