“…This set of meanings is developed over time through teaching experiences of varied types, which may foster the development of subject matter and pedagogical content knowledge, goal-oriented teaching opportunities to address instructional techniques, practices and expectations, and systematic self-and collaborative-inquiry practices (Golombek, 2017). Moreover, language teachers' identity is negotiated, legitimised, and enacted within the multiple social contexts framing teachers' learning, practice, and expression of social and professional selves (Lindahl & Yazan, 2019;Reeves, 2018). Thus, language teacher identity is a dynamic, biographical, and relational construct in constant flux.…”