Embedding Reflective Dialogue in Personal Tutor Conversations: A Powerful Tool in Mitigating the Smoke and Mirror Illusion of Student Mattering Within Higher Education

Nicola Clarke

doi:10.71179/01gn9558

Authors

Nicola Clarke Birmingham City University Author https://orcid.org/0000-0002-1201-7534

DOI:

https://doi.org/10.71179/01gn9558

Keywords:

Personal Tutor, Conversations, Reflection, Emotional Intelligence, Critical Thinking

Abstract

Reflective conversation is a powerful relational pedagogical tool. When embedded within personal tutor conversations, it can enhance the student experience of mattering in higher education, where increasing student numbers can reduce the relational quality and experience of learning. Personal tutor conversations that embed reflective dialogue therefore have the potential to become purposeful conversations, empowering students to feel heard and understood. As key components of mattering, feeling heard and understood when achieved, enable personal tutors to develop accurate, empathic understanding of the student’s lived experience of learning and teaching. Furthermore, reflective dialogue embedded within personal tutor conversations can empower students to get to know themselves. Supporting the student to develop an enduring curiosity into who and why they are creates space for the generation of knowledge that can enhance self-awareness. However, this piece argues that for this to be truly meaningful, personal tutors need to recognise the value of reflection for themselves, have the courage to develop their own reflective mindset and skills, and model reflective behaviours if students are to perceive they matter through the relational reflective pedagogy inherent in personal tutor conversations

Author Biography

Nicola Clarke, Birmingham City University

Nicola Clarke is an Associate Professor in Reflective Academic Practice within the faculty of Health, Education and Life Sciences at Birmingham City University. Nicola has over two decades of learning and teaching experience within a higher education institute. Nicola teaches reflection, reflective practice, academic skills and early in her academic career taught mental health nursing. Nicola is also the manager of the Academic Development Department and acts as the faculty Recognition of Prior Learning and Continuing Professional Development advisor. Nicola has authored two student text books, a number of articles and has presented at international conferences on reflection. She is an avid country music fan, has one amazing daughter and loves cats.

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