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

Autor/inn/en	Arend, Bridget; Archer-Kuhn, Beth; Hiramatsu, Kazuko; Ostrowdun, Christopher; Seeley, Janel; Jones, Adrian
Titel	Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection
Quelle	In: Teaching & Learning Inquiry, 9 (2021) 1, S.317-332 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Archer-Kuhn, Beth) ORCID (Jones, Adrian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Reflection; Critical Thinking; Undergraduate Students; College Faculty; Student Attitudes; Teacher Attitudes; Foreign Countries; Canada; United States + Suchen Sie Ihr Suchwort? Kritisches Denken; Fakultät; Schülerverhalten; Lehrerverhalten; Ausland; Kanada; USA
Abstract	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 in students' value and understanding of CR. This qualitative study explored four undergraduate courses across disciplines to appraise how instructors' perceptions of CR compared to the perceptions of their students. We uncovered similarities and differences in how instructors and students define, engage, identify, and value CR. Our findings reveal tensions around how to explain CR to students, and around different methods and meanings across disciplines and contexts with implications for practice. The findings suggest that although facilitating CR remains a challenging and often-nebulous endeavor, both instructors and students value the process and the gap may not be as insurmountable as commonly perceived. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01