<![CDATA[Deep learning has become an aspiration of contemporary educational reform, but little is known about how teachers experience becoming teachers of deep learning, particularly within inclusive primary classrooms. This study aimed to explore teachers' lived experiences of becoming teachers of deep learning through the combined lenses of Ricoeur's hermeneutic phenomenology and Bakhtin's philosophy of dialogism. Four teachers from inclusive primary schools were purposively selected based on their experience implementing deep learning. Data were generated through in-depth semi-structured interviews and analyzed following Ricoeur's hermeneutic arc of naïve reading, structural analysis, and comprehensive understanding. The empirical analysis identified three themes: becoming through negotiating multiple voices, becoming through responsive pedagogical authoring, and becoming as an unfinalizable journey. In the subsequent theoretical interpretation, these experiences were understood through Bakhtinian dialogism as forms of professional becoming shaped through encounters with learners, curriculum expectations, institutional demands, and teachers' evolving pedagogical commitments. The study therefore shifts attention from deep learning as an instructional reform to teachers' dialogic becoming as they enact reform within inclusive educational contexts. It contributes a Bakhtinian perspective that conceptualizes teacher identity not as a stable or developmental achievement but as an ongoing process of relational and unfinalizable becoming. ]]>
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