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This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

This research article presents a study on teacher-educator interactional identities in English language education. The study extends conversation analysis by doing co-analysis and member-checking with three participating teacher-educators to analyze the enactment of their interactional identities in language-based and content-based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher-educator interactional identities to explain how English language education occurs during classroom interaction.