This chapter aims at depicting the role and contributions of English Language Pre-Service Teachers (ELPT) to the field of English Language Teacher Education (ELTE). To achieve this, it is necessary to start picturing the current situation of ELTE, and then, setting the ground to foster an understanding of the current needs in English language teaching practicum (ELTP). I consider important to start analyzing what happens with pre-service teachers in their pedagogical practicum since they are not just passive learners; they have different ways of understanding the world, language teaching, and education, and those understandings could become a source of improving ELTE in Colombia. According to Correa and Usma (2013), it is urgent to come about a change of paradigm in ELTE that implies a reformulation of the way teaching practicum is constituted.

In this chapter, I examine different standpoints related to ELPTs’ education. The first section presents my personal view regarding ELPTs’ education, based on my own experience and a revision of articles written by some Colombian scholars. The second section reveals the epistemological stances there are regarding ELTE, and along with it, I will be unveiling my own epistemological stance. The third section of this chapter states the aspects related to ELTE and how they have a direct repercussion on ELPTs’ current practices. Finally, the last section portraits some working conclusions that shed light on the problem stated.