[es] The tensions between research and teaching roles at university are well known. To date, teacher training has only partially taken into account this problem, as well as the motivations, predispositions and priorities of the researcher who is at the same time a teacher. This article provides an overview of teacher training (in terms of content and process) appropriate to a research-oriented environment. In particular, information is provided on the approach to training recently adopted by Imperial College London. This approach includes practical practical learning, support and input from a wide community (e.g. peers, senior peers and education experts), clear contextualisation with respect to discipline and ownership/internalisation, and emphasis on potential parallels between teaching and research as well as the value of teaching for research. In addition, teaching practices that exploit the research role and institutional potential are promoted and exemplified by the notion of teaching that supports research.