A reappraisal of the education of future architects is now a point of focus for Schools of Architecture in the UK because professional bodies have called for a 'sharpened focus' on the training of students. Specific teacher training for architect-educators does not currently exist in the UK. However, between 1996 and c.2002, a tutor training programme for architect-educators was taught at the University of East London, modelled on the pedagogic approaches of the Tavistock Clinic. This article uses case study research and semi-structured interviews to show that trainee architect-educators were taught to teach using the practice of observation and reflection; methods which are unfamiliar in architectural education. This article argues that the creators of this tutor training programme adopted an atypical, transdisciplinary approach to learning and teaching, which remains unique and special, and concludes by suggesting that support for architect-educators could be an important component of any re-structured education programme.