Evaluation of teaching in higher education is a largely controversial issue. Evaluation of teaching in a teacher education institution seems to be even more problematic as the nature of the offered education is theoretical as well as practical. The clinical aspects of the program are more complex in relation to evaluation than the theoretical aspects. Poyas and Smith (2005) found that teacher educators, more specifically the clinical faculty teacher educators (CFTE) were unaware of how their superiors evaluated the quality of their work, and moreover, the superiors themselves made it very clear that they had difficulties in defining the required standards of the CFTE' work and to operationalize this in a way which allows for informative evaluation. A major problem in evaluating teaching in teacher education is the lack of clarity regarding what tools to use when evaluating the quality of teaching in higher education including teacher educators' teaching. The most common evaluation instrument is student feedback in the form of a standardized questionnaire, and whereas such a questionnaire collects opinions about quality of teaching other, not less important aspects of teacher educators' responsibilities, such as creating knowledge, involvement in educational issues and initiatives in general, and pursuing professional development are not catered for by formalized feedback from students. It is often claimed that there is a lack of validity of student questionnaires due to the narrow documentation of teacher educators' responsibilities and work (McKeachie, 1997). Many teacher educators are also doubtful whether students are capable of evaluating teaching in teacher education and are worried that students misuse the trust they have been shown and the power they have been given (Seldin, 1993).These are probably some of the reasons why there is disagreement among Israeli teacher educators regarding the need for and the advantages of such a questionnaire (Nassar & Fresko, 2001, Yorkovsky & Lapidot-Berman, 2003, Avdor, 2006), yet most teacher education institutions still use student questionnaires as the main evaluation instrument to evaluate the quality of the faculty's work. The current study examines the attitudes of the faculty in one of Israel's largest academic teacher education institutions to the standardized feedback questionnaire used by the institution. The study was initiatied by the leadership of the college in response to tension created when the feedback questionnaire was about to be snet to the students.88 teacher educators responded electronically to a questionnaire on which they were asked to rate attitude statements regarding formal student evaluation of their teaching on a scale from 1-4, with a column for "not relevant". The questionnaire also included open questions aimed at eliciting more information from the teacher educators, as we were fully aware that we could not grasp all feelings and attitudes in a questionnaire with closed statements.The response rate was only 20% which is, in itself, an interesting finding and worthwhile discussing. The preliminary findings based on responses from 88 teacher educators show that in the quantitative part of the questionnaire, the respondents reflect a positive attitude to formal student evaluation of their work, e.g. 87 % (mean score of 3.8 on a scale of 4) agreed strongly with the statement that students have a right to evaluate their teachers. However, the interesting issue is that the positive attitudes are not reflected in the open statements, on the contrary.o I am disturbed by the questionnaire o It allows the students to "get back" at their teachers. The discrepancy between the two response formats will be in focus of our discussion, however additional findings are also presented.Avdor, S. (2006). For whom and why? Bias in evaluating teaching in a teacher education college, and the question of its contribution to the assessess and the organization, Dapim, 41. (Hebrew). Fresko, B. & Nassar, P. (2001). Feedback on feedback: Teacher educators' attitudes to evaluating teaching. Kfar Saba, Beit Berl College, Research and Evaluation Department. (Hebrew). McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218-1225. Poyas, Y. & Smith, K. (2005). Educating the Educators. Paper presented at the Biannual EARLI conferences at the University of Cyprus, Nicosia, August, 2005. Seldin, P. (1993). The use and abuse of student ratings of professors. The Chronicle of Higher Education, 46, A40. Yorovski, Y. & Lapidot-Berman, Y. (2003). Who is afraid of the feedback questionnaire? Secondary school teachers and teacher educators' attitudes to being evaluated by students, Inquiries and Research in Teacher Education, 9: 259-280. (Hebrew) Yes. International journal