130 The Coaching Toolkit for Child Welfare Practice
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.