The study aimed to understand how EFL Malaysian pre-service teachers (PSTs) construct their teacher identity (TI) during their teaching practice. Four participants volunteered to participate in this study. An analysis of interview data indicated that social context offered PSTs less opportunities to interact and negotiate their TI. The challenges they had to juggle with reduced their ability to socially network and enhance their learning to teach process. The study can contribute to our understanding of EFL PSTs' TI construction. Additionally, it can guide educational planners to create more learning spaces and opportunities for PSTs to collaborate and reflect on their practices to become ef
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