The teacher education field has recently undergone dramatic changes leading to a shift of focus from transmission models towards alternative approaches and theories that emerged in the post-transmission era addressing sociocultural, political, ideological, and critical issues. Despite worldwide changes in teacher education programs, it seems that alternative theories and ideas have had little or no impact on teacher education for English language teaching (ELT) in Iran. This study investigated the applicability of the post-transmission perspectives and theories to the Iranian teacher education context, in addition to the concerns and challenges faced by teachers and instructors working in that context. To this end, the views and beliefs of ten experienced English teachers and three educators were collected using three methods of data collection: collaborative dialogue; currere or reflexive narrative; and, interviews. The data were analysed to identify emerging themes relating to the current status of teacher education in Iran, including impediments, constraints, and concerns in case of any change. The study found that participants believed that policy makers, educators, and teachers needed to adopt alternative theories and approaches in order to improve pre-service and in-service ELT teacher education in Iran. However, given the local context, they indicated that any action taken towards transformation required meticulous consideration on the part of the key stakeholders.