This study examines the implications of Generative Artificial Intelligence (GenAI) in English language teacher education, focusing on how teacher educators perceive and respond to its integration. Framed by Schön's reflective model and the TPACK framework, it advances the conceptualization of GenAI as a core element of teacher competence rather than a peripheral technological skill. Using qualitative interviews with six ELT professors and document analysis of 22 curricula in Türkiye, the study identifies four themes: (1) a gap between student digital readiness and institutional inertia, (2) pedagogical and ethical challenges, (3) time constraints in methodology courses, and (4) a role exchange where GenAI assumes cognitively demanding tasks. Participants proposed five strategies, including curriculum-wide integration, professional development for educators, and AI detection tools. The study contributes an ethically grounded, context-sensitive perspective, urging SLTE programs to embed reflective and learner-centered approaches in preparing future teachers for the pedagogical realities of AI-mediated education.