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UAL Research Online

Epistemological separation of research and teaching among graduate teaching assistants

Kinchin, Ian and Hatzipanagos, Stylianos and Turner, Nancy (2009) Epistemological separation of research and teaching among graduate teaching assistants. Journal of Further and Higher Education, 33 (1). pp. 45-55. ISSN 0309-877X

Type of Research: Article
Creators: Kinchin, Ian and Hatzipanagos, Stylianos and Turner, Nancy
Description:

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.

Official Website: http://dx.doi.org/10.1080/03098770802638267
Keywords/subjects not otherwise listed: reflective practice, university teaching, research teaching nexus, teaching and learning research
Publisher/Broadcaster/Company: Taylor & Francis
Your affiliations with UAL: Other Affiliations > The Teaching and Learning Exchange
Date: 2009
Digital Object Identifier: 10.1080/03098770802638267
Date Deposited: 01 Oct 2013 16:19
Last Modified: 02 Aug 2016 14:28
Item ID: 6018
URI: http://ualresearchonline.arts.ac.uk/id/eprint/6018

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