Reflective practice has become increasingly recognised as an important part of professional coaching practice, and this is reflected in the competency frameworks of major international coaching bodies.
The International Coaching Federation (ICF) explicitly incorporates reflective practice into its Core Competencies, encouraging coaches to develop “an ongoing reflective practice to enhance one’s coaching” as part of embodying a coaching mindset. Reflection also features prominently in the Core Standards of the European Mentoring and Coaching Council (EMCC), as well as the Coaching Competency Framework of the Association for Coaching (AC), where it relates to ongoing professional development, learning from experience, increasing self-awareness, and using supervision and feedback to continue developing as a practitioner.
This issue of Coaching Research in Practice reflects on a study that examines whether group-based reflective practice makes a measurable difference to coaches. It unpacks what reflective practice really means, explores the many forms it can take, sets out what makes it effective, and highlights the study’s key findings.
The full article is freely accessible for one week here. After that, this article, like all other past issues of Coaching Research in Practice, will require a paid subscription to read. Most paid ReciproCoach memberships include full Coaching Research in Practice library access.
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About the author Kerryn Griffiths, PhD, PCC Kerryn Griffiths, PhD, PCC, is the founder and global coordinator of ReciproCoach. Kerryn has been coaching since 2002 and her PhD explored the learning processes underpinning coaching. Since 2005, she has been dedicated to making ongoing professional and personal development through coaching, mentoring and supervision more accessible to coaches around the world. Drawing on both educational and coaching expertise, Kerryn creates collaborative, practice-based learning opportunities that support reflective practice, meaningful development and high-quality coaching. |
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