Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection

Critical reflection (CR) is regarded as essential for learning in higher education. Many instructors want students to reflect deeply and critically, but lament perceived deficiencies students’ value understanding of CR. This qualitative study explored four undergraduate courses across disciplines appraise how instructors' perceptions CR compared the their students. We uncovered similarities differences define, engage, identify, Our findings reveal tensions around explain students, different methods meanings contexts with implications practice. The suggest that although facilitating remains a challenging often-nebulous endeavor, both process gap may not be insurmountable commonly perceived.