Emergency Remote Teaching and Academic Teachers’ Professional Identity

Abstract

Since the COVID-19 pandemic, emergency remote teaching (ERT) arose with the objective of supplying instruction and education in such way that it is quick to set up during a crisis. Since there is a lack of knowledge about academic teachers’ professional identity, as well as knowledge about professional identity in times of rapid change, this qualitative case study aimed to explore professional identity of academic teachers in the context of ERT. Semi-structured interviews were conducted with 13 academic teachers to create an understanding of teachers’ identity by exploring their self-image, task perception, and sense of competence. Findings show that for self-image and task perception there only was a shift in the way in which these aspects emerged. Teachers still think the same for self-image and task perception or even realized some aspects gained importance. However, the way they practice it differs for the online situation. Teachers’ sense of competence was not affected by ERT or was even positively affected. However, teachers did feel less competent at some moments during ERT. Findings are a first step in the evaluations of professional identity during ERT and can give institutions directions in the guidance of teachers’ professionalization, as well as directions for transfer.