This paper aims to extend our understanding of what it means to be a language teacher of sufficient caliber by elucidating ways in which professionals in teacher education can help teachers proactively construct and promote their Educational Identity. Our descriptions of the historical outlooks to language teachers constitute the starting point for a wider discussion on the expansion of the language teacher’s identity in being and becoming an Educational Teacher. Having made reference to a variety of ground-breaking approaches in English language teaching and learning, encapsulated in the notion of Applied ELT, this article highlights some of the future challenges that should be involved in language teacher training courses. However, the purpose of this paper is by no means to promise more than it can deliver; rather, the introduction of Educational Language Teacher should rest on the guarantee that what is being offered to teachers can and will support how well they deal with life issues in the classroom. Issues raised here should be able to (a) contribute to a better understanding of the future directions in language teacher education, (b) present a series of recommendations on actions that need to be taken and, consequently, (c) lead to improvements in the planning of teacher training programs.

Keywords