Reflection is generally considered to be important for learning from simulation-based training in professional and vocational education. The mainstream conceptualization of reflection is argued to rest on a dualistic ground separating the mind from the body. Drawing on phenomenological analyses of bodily awareness and an ethnographic case study of maritime safety training we show how and why students’ embodied experiences and subjectivity play a foundational role in reflection. We develop and illustrate the notion of bodily-awareness-in-reflection which captures a mode of (...) reflection wherein non-conceptual pre-reflective bodily experiences are integrated with conceptual thought. In this way, we aim to enrich and complement prior work on simulation-based training and embodied professional learning by providing an enactivist epistemological foundation of reflection in debriefing, highlighting awareness of the lived body as a necessary ground of reflective self-knowledge. (shrink)