Explaination of the Importance of Reflective Practice in Coaching Term Paper

Explaination of the Importance of Reflective Practice in Coaching - Term Paper Example However, in the twentieth century, this trend of the teacher to student communication changed radically. In the context of this essay, it is important to note that modern coaching practices have been evolving as a two-way mechanism, where the learner is not the only learner, but the teacher or coach is also a learner at times. This sort of reflective practice would be a life long process which has been explored and analyzed on the basis of the various models and processes provided by continued research and development. Also, it becomes the learner’s responsibility to some extent that he or she frankly communicates with the coach; otherwise the process of sustained coach education would be largely impaired. Key Concepts and Processes of Reflective Practice The concepts and processes in relation to reflective practice have been primarily based on the various reflective models provided by the eminent educationists, psychologists and researchers in this field. Argyris and Schon: T he reflective model provided by Argyris and Schon introduces us to the idea of Single Loop Learning and Double Loop Learning. The theory has been built on the basis of the amendment and recognition of an observed error or fault. Single Loop Learning is the practice when an organization or practitioner continuously relies on current techniques, policies or strategies even after some error occurred and a correction had to be made. This continues until a similar situation is encountered again. However, the practice of Double Loop Learning is comparatively more innovative since it provides for alteration of the current techniques, policies or strategies on the account of an error observed. Thus, in this process, innovative ideas can be introduced when a similar situation is encountered again. (Schon, 1983) Kolb, 1984: The experiential way of learning involves the application of the information received from the educator to the experiences of the learner. It does not consist of activity generated in the classroom alone. The student does not acquire his or her knowledge exclusively from the teacher.