This article reports the results of a teacher educator self-study exploring the dynamics of professional learning and mentoring among university practicum supervisors, cooperating teachers, and prospective English teachers from four different settings in Turkey. Bringing together five teacher educators with 12+ years of supervision experience, this study focused on the improvement of the quality in practicum in English Language Teaching (ELT) teacher education programs in different cities. Integrating the perspectives of cooperating teachers and student teachers, we found that there is a need for co-constructing visions for professional learning early on in practicum among teacher educators and cooperating teachers. Our one-and-a-half year-long collaborative inquiry revealed three themes related to the practicum: the need for improving communication patterns among teacher educators and cooperating teachers; clarifying roles and visions for professional development of student teachers; and the need for all practicum stakeholders to develop stronger professional enthusiasm and ownership of ELT based on their professional identities.

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