This study analyses teacher educators' and student teachers' perceptions
of teaching and learning situations in an international E nglish as a
lingua franca (ELF ) context in an E nglish‐medium instruction (EMI )
teacher education programme in F inland. The analysis of semi‐structured
interviews revealed that the participants perceived a partial reversal
of traditional teacher and student roles; students assisted voluntarily
and teaching became reciprocal. Some teachers reflected on having used
typical strategies in ELF context, such as code‐switching, to further
communication and engage students. However, teachers' lack of fluency
was sometimes considered causing frustration among students and affected
negatively their feeling of being professional teacher educators.
Nevertheless, by increasing more learner‐led activities, ELF can
positively affect teacher education pedagogy.