ABSTRACT
This chapter focuses on university-based Teaching English to Speakers of Other Languages/teacher educators’ (TESOL TEs) involved in a formal, accredited preservice TESOL education program in Australia. TESOL TEs play an essential role in preparing the next generation of teachers for working in increasingly diverse and dynamic TESOL contexts. TEs’ self-positioning, filtered through different lenses such as beliefs and role identification, has also been the subject of interest in a number of studies. In comparison with the studies that examine TEs’ self-positionings reviewed above, there are fewer studies on how other people view the role of a TE in TESOL. As a practicum focus TE, Joanne’s other- and self-positionings are mostly related to the practicum. Analysis of the data reveals that Joanne positions TESOL PSTs as facing a number of challenges during the practicum, and as a result, they need support during this critical time.
