anne.lise.thoresen@uit.no 1 Reflective writing followed by dialogue improves supervision practices and cooperation in midwifery education Anne-Lise Thoresen (Associate Professor) and Bente Norbye (Professor) Faculty of Health Sciences/ Department of Health and Care Sciences/ UiT The Arctic University of Norway Abstract Writing as a tool for learning and reflection is acknowledged as important in education. This article discusses how writing and subsequent dialogue can support midwife supervisors in enhancing their supervisory skills. The aim of this article is to discuss the significance of reflective journals as a tool for reflection, dialogue and cooperation in supervision practices in midwifery education. An action research approach was used in six projects during 2008– 2015, structured as a series of university based meetings interspersed with supervision of midwifery students in placement. The data consisted of reflective journals, which were systematically analysed in dialogue and cooperation with the participants. The data were further analysed, themed and interpreted using Ricoeur’s philosophy of text analysis. Four themes emerged; 1. A new, expanded understanding of supervision as a concept and practice. 2. A focus on the midwifery student as the learner. 3. Awareness of the role of the supervisor. 4. The importance of student-supervisor cooperation. The process of systematic writing and subsequent dialogue enhanced the midwives learning and contributed to the comprehensive body of knowledge, i.e. the integration of practical, theoretical and supervision knowledge. New research will be important in further developing supervisory skills in midwifery education. Keywords: Midwifery education, action research, supervision, reflective journal, dialogue Introduction This article will discuss how midwifery supervisors can be supported in their supervision work by using reflective writing as a basis for an elaborated dialogue. Reflective writing and the effectiveness of dialogue offer an approach to learning in supervision practices. While it is well established that reflection-on-action can enhance professional development (Schön 1983) and that writing can act as a core element in the process, it is important to explore how writing can transform reflection into a coherent and generative educational experience (see also