Reflexivity through experiential learning in Social Work Education: Implications for Signature Pedagogy

Experiential learning addresses learners across their socio-demographic identity; evidence demonstrates that it is inclusive. An effective approach to facilitating learners is by providing real experiences and opportunities for them to synthesize, reflect and learn. Drawing from David Kolb's model of experiential learning, he vehement the need for active experimentation to augment the learning process and achievement of learning outcomes in professional courses, especially in the case of Social Work. The paper captures the narratives of social work students' experiences engaged in field practicum. The study employs the Focused Group Discussion with thirty-two social work students to understand the flow of learning and self-reflection. The synthesis reveals key pedagogical changes that social work education could imbibe in the current scenario to align with the National Education Policy 2020 and balance emergent aspects of critical pedagogy.