The present study explored English as a foreign language teachers' views on the relevant components and sources of knowledge in Ukraine. Semi-structured interviews were utilized to collect primarily qualitative data from 44 language teachers, which were analyzed by means of content analysis. The findings indicated the strongest endorsement for language proficiency, pedagogical content knowledge, general pedagogical and learner knowledge, and technological pedagogical content knowledge. The most frequently featuring component was pedagogical and learner knowledge, while the neglected one was content knowledge. More importantly, the respondents claimed the relevance of initial teacher education, pointing out its strong points and critical issues. The spin-off of the study was the respondents' treating dispositions for teaching on par with knowledge, thus emphasizing both the affective and cognitive domains of competence. Finally, the study provides clues to the kind of professional guidance needed by language teachers, which could leverage the quality of teacher education.
Keywords: English as a Foreign Language, teacher, knowledge base, beliefs, teacher education