The area of Language Teacher Education (LTE) is relatively new in the field of English Language Teaching (ELT) (Borg, 2011). The dominant discourse in this field has been interested in aspects of identity in Teacher Educators (TEs), focusing on challenges faced by novice TEs, standards for teacher development programs or roles taken by these subjects. However, the analysis has centered in the descriptive level leaving aside epistemological aspects of identity which may provide a more thorough perspective into this topic. It is proposed that this new perspective of analysis could approach must-be discourses from the policies and TE ́s characterizations in terms of how they constitute as subjects within a matrix of power relations which are of utmost relevance to understand their constitution of identities Hence, there is a need to see more aspects in this complex task that involves the constitution of a Teacher Educator as a subject and his/her struggle to claim an identity in our local Colombian context. This will involve to embrace new perspectives in the understanding of these categories that can depict both external forces, such as, policies, relations of power and resistance practices and internal forces like potentia and realizations of potentia (Deleuze, 1987) in order to provide possible answers to questions like who are the TEs that are in charge of forming the new generation of English Language Teachers in Colombia?