ABSTRACT
While much has been written about the education of architects (see for example Boyer and Mitgang 1996; Pearce and Toy 1995; Schön 1985, 1987), relatively little has been said about the preparation of teachers of architecture. No doubt this is in part a reflection of the lack of training for lecturers in higher education generally, which has been the norm until recently. As Kevin Rhowbotham (1995) has remarked:
It is customary among practising architects to assume that those who have achieved some degree of experience are automatically equipped with all that is necessary to teach. Nothing could be further from the truth. The skills which are required to teach successfully cannot be acquired in the context of practice. Teaching is a separate order of things, tied to practice certainly, but by analogy, not by stricture.
