Abstract
A large proportion of social work doctoral students are interested in pursuing a career in academe. Despite this career aspiration, few have any notion of what is involved in teaching. This article presents a dialogue about the experiences of both a teacher and preparing teacher/student during a doctoral course in social work education. Using an ethnographic approach, the article is written as a set of observations about a shared experience. Its aim is to highlight the process of learning to teach, the struggles of students to learn a new role, the perceptions of the teacher and student about how well the role is learned, and the learning opportunities this type of course affords to would-be educators and even an experienced educator. Codification of these experiences in preparing future educators for their role provides a basis for curriculum protocols that may be used by other social work education programs.
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