Abstract
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.