This essay discusses the scholarly ethos in schools of education, the social milieu within which educational research is generated, taught and/or ignored. Ethos is defined as the central character of an institution, i.e., the modal characteristics and norms of the teacher education subculture. What students learn about research is far more a product of that ethos than the result of formal instruction. No matter how much knowledge is generated by researchers, the practices and expectations of everyday life determine the degree to which faculty and students value research. The paper presents a range of inquiry needed before the ethos is fully understood, suggesting the power of ethnographic research in conducting such research. (Author)