In this chapter, I intend to describe and reflect upon the colonial mechanisms that are reflected in some ELT colonial ideologies and practices, which are also extended to the ELTP. I will also portray some of the tensions that arise when framing a decolonial research methodology as a result of the Western research practices where we have been immersed. Finally, I will advocate for a research path to collectively understand and analyze the senses of the ETLP under a decolonial perspective and methodology. Such purpose might be accomplished through decolonial hybrid narratives (Díaz, 2015; Walsh, 2013); identifying the locus of enunciation of those who live the reality of the teaching practicum, finding contradictions, walking, dialoguing, and historicizing possibles and plurals of the pedagogical experience where I recognize myself as a teacher-researcher, all form part of what I seek to better understand. (....)