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Eighty-one newly appointed university teachers at the University of Copenhagen were interviewed about their concerns in connection with their forthcoming class-room debut. It appeared that most of them had some previous teaching experience. Only one out of four had never taught before. Primary among their concerns ranked problems with their personal subject matter adequacy and with organizing and verbally presenting subject matter in an adequate form. A comparison of their chief concerns with the content components that are most frequently included in education courses for University staff, suggests that some of the latter have little relevance for specifically beginner teachers. A particular analysis of inexperienced new teachers relative to those with ample previous experience unequivocally supports the assumption that inexperienced new teachers are primarily ego-centered in their concerns whilst their more experienced colleagues are primarily teaching- or student-centered in their concerns about teaching. The implications for the design of training programmes for university staff are discussed.

Mr. Ole B. Thomsen is one of those very rare university professors, who not only admit that even university teaching can and should be learned, but who also do something about it. The present contribution describes the problems and ways and means for solutions. It also gives an account of two experimental courses for university teachers organized at the University of Copenhagen. In this account he carefully points out the still persisting problems and unanswered questions. Aside of his apparent gift for writing the author is obviously quite good at solving the problems caused by mislaying one's photographs.