ABSTRACT
A practice-based approach is an international trend in teacher education, becoming influential in second language teacher education including English as a second or foreign language programmes. Although there is substantial literature around the implementation of practice-based approaches in teacher education, the roles, challenges, and practices of language teacher educators (TEs) seem to have been subject to less research interest. The data collection for the research drew on the following sources: The protocols for the reflection and group conversations were specifically designed for the self-study focusing on the issues identified in the literature: pedagogies of a practice-based approach, knowledge base of teacher educators, and challenges teacher educators face. The roles of TEs within a practice-based approach have been variously described as facilitators, models, education experts, and coaches. In critically reviewing the literature, it has become apparent that the knowledge base that TEs need to develop and enact when implementing a practice-based approach is complex and situated.
