Studies of the beliefs of teacher educators record high levels of professional self-esteem, but also document the perceived lack of professional regard from colleagues in other areas, informing and redirecting our professional needs assessment. The literature documents that a general disregard for teacher educators as professionals has become a part of the academic culture at many institutions of higher learning in the US. With all of the external pressures on teacher educators, from governmental and accrediting agencies, the public, and professional organizations, perhaps we should address the attitudes of our academic colleagues as one area in which faculty pressures might be lightened
