ABSTRACT
The aim of this chapter is to reflect on the challenges that teacher educators face in order to ensure professional competency profiles for quality teaching in TESOL. We first conceptualize and reflect on two key terms: quality and competencies in teacher education. Second, we review the extant literature to highlight teacher educators’ challenges in South America with a special focus on Chile, Colombia, and Ecuador. With the aim of sharpening our focus, we offer in-depth analysis of the challenges teacher educators find at an IELTE program in southern Argentina around three areas: student teachers’ English language proficiency, student teachers’ practices, and teacher educators’ identity as models of congruent practices.
