There has been an unprecedented increase in English language learners and teachers over the past few decades. This surge in the industry also led to a need for more English language teacher (ELT) trainers. The current study utilized interviews and survey responses to take stock of core course content, delivery methods, current practices, assessment techniques and challenges as they relate to a small cohort of ELT trainers working in the tertiary education sector in
Aotearoa / New Zealand. The findings shared in this article reveal that trainers’ approaches to assessing trainees are diverse and their perceived challenges are similar. By researching the experiences of these trainers in Aotearoa / New Zealand, this study hopes to provide some current perspectives on the assessment and associated challenges of the teaching practicum component of ELT training
and the decline in the inclusion of practicums in ELT programmes.