In this article, we focus on questions raised by the implementation of non-obligatory in-service teacher training in universities in France. In a first part, the authors examine the impact of the teaching activity on the career of a university teacher. In a second part, they question whether teachers can acquire pedagogical knowledge constructed from empirical experience without initial theoretical training. From an analysis of the number of requests for pedagogical training by teachers, the authors summarize the conditions needed for implementing pedagogical in-service training for university teachers.