Covidentity: examining transitions in teacher identity construction from personal to online classes

Despite the substantial growth of research on teacher identity construction in real-life contexts, little is known about teachers' online identities, especially their identity shift from real-life to virtual contexts. The present study aimed to address this gap by examining transitions in six teachers' identity construction from personal to online classes during the COVID-19 pandemic. Data were collected from semi-structured interviews, self-reported practices, and group discussions. Data analyses indicated that the teachers' identity transition was marked by six components: Subject-related instructional variation; tensions such as low agency, greater responsibility, and low professional preparation; emotional labour; conceptual change in becoming technophile teachers; (in)congruities in identity extension; and enhanced reflectivity. The study concludes with implications for teachers and policy-makers in developing various stakeholders' awareness of technology adoption to facilitate the transition towards online instruction.

Automated summary

This study examines the transition of teacher identity from personal to online classes during the COVID-19 pandemic. The analysis reveals that the teachers' identity construction involves various components such as instructional variation, tensions, emotional labor, conceptual change in becoming technophile teachers, congruities in identity extension, and enhanced reflectivity. The findings have implications for teachers and policy-makers in promoting the adoption of technology for online instruction.