Situated within the context of in initial English language teacher education programs (IETEPs) in Colombia, the English language teaching practicum (ELTP), has been considered as a crucial stage in the formation process pre-service teachers go through. Thus, from a decolonizing perspective to education, this paper attempts to contextualize some theoretical and empirical inquiries in order to understand how pre-service teachers (henceforth ELPTs), cooperating teachers (ELCTs) and English university mentors (henceforth EUMs) position themselves pedagogically in the ELTP.