A foot in both camps?

Academics are usually 'trained' within their discipline to be researchers through the apprenticeship of completing a PhD. Through this system, the individual learns the subject matter, research methodologies, conventions and language of discourse in the discipline. While previously this was considered sufficient to enable an academic to teach in higher education, many would now argue that academics also require preparation, or some form of credential, in order ensure effective teaching in universities. This would place academics in a situation similar to that of secondary school teachers, who are expected to have a foot in both camps, i.e. a degree specialising in a particular area (e.g. science) and a teaching diploma or degree.

Within the Australian higher education system there is currently no requirement for academics to have teaching qualifications. However the 1998 West Report, Learning for Life, recommended that the Committee for University Teaching and Staff Development "encourage institutions generally to appoint new academic staff on probation until they have completed a qualification in teacher training" (1998: 174). While the requirement for a teaching qualification varies from institution to institution, most universities have a programme or course of some kind which assists academics to prepare for higher education teaching. Some institutions offer graduate certificates, graduate diplomas and master's degrees in higher education teaching.

It could be argued that 'teacher training' for university teachers should focus on teaching in the particular discipline, for example mathematics teaching, clinical teaching in medicine, etc., and that generic teaching courses for teachers from a variety of disciplines are too general and unfocused. Alternatively teaching could be seen as a 'generic skill' applied to a particular situation or subject and that teachers can learn a great deal from teachers from other disciplines.

Another often debated point is whether the ability to teach is innate or acquired. Although some academics may have a flair for relating to students and generally enjoy their teaching experience. Few come to teaching with the knowledge and skills necessary to be a good teacher. Even experienced lecturers could benefit from the rapidly accumulating literature on teaching and learning in higher education, possibly to acquire more appropriate strategies. The challenge for many academics is finding the time to become both good researchers and good teachers. When answering this challenge, some points to ponder are:

• how much 'teacher training' is needed - do all academics who teach need two postgraduate qualifications, one in the discipline and one in teaching?
• how important is the disciplinary context of teaching, e.g. do engineers do it differently, or is teaching a generic skill?
• is it possible to teach well without a higher research degree in the discipline, i.e. are teaching skills sufficient without disciplinary expertise?
• is research into one's own teaching an integral part of being an academic and how might this aspect of an academic's life be recognised/ rewarded?

• Department of Employment, Education, Training and Youth Affairs (1998). Learning for Life: Review of Higher Education Financing and Policy [West Report]. Canberra: AGPS.