ABSTRACT
This chapter explores the implications of the principles of relational TA for designing a training course. It provides a brief explanation of the structure of a reflective inquiry, describes the stages involved in such a study, and explains how they are used in training. Taking part in a reflective inquiry not only has the advantage of developing the students' capacity to reflect on their practice but also can mirror, create, and familiarize the student with many of the relational processes. Reflective inquiries have been a central part of the relational TA training programme since 2007 and are in keeping with Berne's words: "True knowledge is to know how to act rather than to know words". Reflective inquiry comes under the broad umbrella of action research, a form of research that pursues both action and research at the same time.
