Gill Bradley

As an organisation NCG is invested in developing our own pedagogy of care. This discussion will look at how we are promoting critical reflexivity within our staff and student bodies that will encourage transformational outcomes.

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We have identified that to safeguard our students' performance we have to encourage active reflection of their academic comfort. 68% of students that accessed supplemental support in 20-21 cited low academic confidence as a limiting factor. We will discuss how our Learning Enhancement Team use coaching and mentoring theory and practice to reframe vulnerability as strength and promote experiential learning (Mavin and Gandy, 2016).

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Experiential learning enables ‘knowing in action’ and normalises trial and error learning. It also encourages active experimentation, facilitates ownership of one's own studentship. This enables the psychological safety necessary to rigorously challenge our own practices and be able to take responsibility for errors to focus on improvement. (Cunliffe, (2002:46)

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Reflexivity is a requisite for mastering practice, exploring self-awareness and experiential and relational learning practices enable us to question ourselves, our assumptions, and the world around us. Identity work, sensemaking and an understanding of self-narrative are all essential components of developing self-agency and becoming a reflexive practitioner (Cunliffe and Jun, 2005:230).