The dissertation Language, evidentiality, and teacher´s positioning: The construction of the coherence of selves in narratives of experience discusses the construction of professional identities of two Portuguese Language and Linguistics teachers through their stories of professional trajectory. The narratives produced by the teachers are discursively analyzed from a theoretical and methodological tenet which articulates evidentiality, positioning, and narrative. We assume an interdisciplinary approach which includes Pragmatics, Interactional Sociolinguistics, Socioconstructionist Theories, and Social and Cultural Psychologies. We demonstrate that the construction of professional identities, as positioning, encompasses not only issues of our personal and professional biographies but also the teachers´ construction and interpretation of three horizons of interdependent contextualization, namely, the interaction context, the communities of practice, and the macro-social context of changes, including therein the New Work Order. In the construction of narrative coherence, the narrators not only enact professional positionings, but personal positionings, positionings of others, and interactional positioning. The results point towards a differentiated construction of coherence for the selves in the narratives, aimed at choices that alternate between the focus on action, and on reported events, and the focus on evaluation and/or explanation of events, which conducts to moral positionings. The theoretical proposal of articulating evidentiality with positioning in narratives of experience has shown extremely productive, resulting in relevant contributions for these theories, and for the study of identities of language professionals.