NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831619
Record Type: Journal
Publication Date: 2009-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0309-877X
Epistemological Separation of Research and Teaching among Graduate Teaching Assistants
Kinchin, Ian Miles; Hatzipanagos, Stylianos; Turner, Nancy
Journal of Further and Higher Education, v33 n1 p45-55 Feb 2009
Development of a more scholarly approach to teaching at university may expose the novice university teacher to an apparent conflict in belief systems about teaching and learning (i.e. epistemological beliefs). Educational research is explicit in its recognition of a constructivist framework, whilst other academic research is often embedded more implicitly within an objectivist framework. A reconceptualisation of objectivism and constructivism as complementary philosophies is suggested here as it may help support the evolution of a sophisticated epistemology among teacher/researchers. This supports a learner-centred teaching approach within higher education without conflicting with deeply held beliefs about academic research. These issues are reported here with reference to informal discussions with graduate teaching assistants (GTAs) registered on a course of teacher development within two UK universities. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom