Reflective Practice

Reflection is a strategy that should be used by every coach. However, it should also be considered as an overall approach — something that drives coaching.

Dewey (1933) called for teachers to take reflective action that entails “active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads” (p. 9). Dewey identified three attributes of reflective individuals: open-mindedness, responsibility, and wholeheartedness. Thomas Farrell describes (2008) open-mindedness as is a desire to listen to more than one side of an issue and to give attention to alternative views. Responsibility involves careful consideration of the consequences to which an action leads. Wholeheartedness implies that teachers can overcome fears and uncertainties to critically evaluate their practice in order to make meaningful change (Farrell, 2008 p. 1).

Telling stories is a significant way for individuals to give meaning to and express their understanding of their experience.
~ Mishler, 1986, p. 75

Reflective practice is based on the belief that learners can improve by consciously and systematically reflecting on their work performance (Farrell, 2008).  Richards (1990) suggests self-inquiry and critical thinking can “help learners move from a level where they may be guided largely by impulse, intuition, or routine, to a level where their actions are guided by reflection and crucial thinking” (p. 5). 

 

As an overall approach to coaching, reflective practice enables the learner to drive their own learning process. Coaching child welfare learners focuses on improving advanced critical decision-making skills, which requires introspection, reflection, and personal meaning applied to distinct settings.