Teacher-training2 has a positive eff ect on academic teachers’ way of thinking about their practice and on the teaching practice itself. A number of studies establish a link between teacher-training and the development, among participants, of a learning-focused conception of teaching, in contrast to a teaching or content-focused conception (Prosser and Trigwell 1999). This link extends to students’ approaches to learning (Ho, Watkins, and Kelly 2001; Gibbs and Coff ey 2004; Ramsden 2005; Prosser et al. 2006; Postareff , Lindblom-Ylänne, and Nevgi 2007; Donnelly 2008; Ginns, Kitay, and Prosser 2010).