Our participation as examiners of candidates for the position of EFL Methodology and Teaching Practice teachers at university level has been extremely fruitful in generating questions about the roles of a "practicum supervisor". In this paper we discuss some observations derived from such participation, regarding the images presented by the candidates, most of them with no previous experience in this area. We identified two main sources that appear to justify their approaches: one derived from personal and professional biography and another derived from contacts with academic texts. Both share the faith on "truths" to be conveyed to prospective teachers. Finally, we present our own understandings of what this role could be and which are equally amenable to the same sort of analysis.
reflective teacher educators; teaching practice; personal experience; academic research