This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs' foregrounds provides a comprehensive picture of their stories and reflects the fluid nature of identity development processes. Dynamic relations between past experiences and future imaginations unpack the conflicts, paradoxes or unresolved issues in teachers' stories. Three exemplar narratives suggest that the recognition of the complicated nature of PTs' foregrounds provides broader insights into the research on teacher identities and expands the possibilities of equitable mathematics teaching.