This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. In this case study of a single department a qualitative analysis is used to interpret the transcripts of sixteen semi-structured interviews with lecturers in teacher education within four years of their appointment to higher education roles. They experience tensions within the educational partnership and professional field about the value of abstract knowledge compared to work-based practice and about what a lecturer in teacher education should be. The situated learning of the new lecturers within their particular departmental context encourages them to hold on to their existing identities as school teachers, rather than embrace new identities as academics.Key Words: Teacher educator; lecturer in teacher education; identity; pedagogy From school teacher to university lecturerThis paper reports on an investigation into the perspectives and workplace learning of newly appointed lecturers, in a single large UK teacher education department, who have moved from school based teacher roles and have less than five years experience working in higher education. The key question is 'how do new teacher education lecturers experience their transition from professional practice as school teachers to become lecturers in teacher education based in higher education?' Within this there is a sub-question of how these new lecturers build their professional identities. The purpose of the study is to help to shape the academic induction of new lecturers in teacher education because the development of these professional educators is critical for the effective contribution of higher education departments to the training of new school teachers.

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The main purpose of this article is to help teaching faculty discover ways to improve the design and delivery of their courses. University faculty can learn much about the practice of teaching from their human resources development counterparts in business and industry who are responsible for designing and conducting training programs for working adults. The primary emphasis of the article is therefore directed toward specific training techniques and how they have been applied in actual training and classroom situations. The article's basic structure is organized around "lessons." Every lesson is followed by one or more suggestions for its application.T his paper is about what human resources development (HRD) and industry trainers can teach college and university faculty about the business of learning. It is a brief compendium of collected HRD wisdom that I have come across and incorporated into my teaching practices since first discovering HRD on a sabbatical leave in 1990. Since then I have read extensively in the area of training and personal development, received "train-the-trainer" training, and been on both ends of the training experience, as presenter and participant. Collectively, my HRD experiences have had a profound impact on my approach to university teaching, the essence of that impact being a paradigm shift from teacher-centered to instructor-led, student-centered learning. I have not abandoned the lecture, which prior to 1990 I used almost exclusively, but the approach I use today combines the "traditional" role of lecturer with my "new" function, that of creating optimal learning environments.The main purpose in writing this paper is to help others discover ways to improve their teaching. Consequently it is light on research and heavy on practical application. By placing the primary emphasis on specific training techniques and how they have been applied in actual training and classroom situations, the intent is to provide techniques for improving both the delivery Kim Harris is an associate professor of agribusiness management in the