The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were prepared. Drawing from an international sample of N = 739 higher education teachers in 58 countries, the present study sheds light on teachers' readiness for OTL at the time of the pandemic by (a) identifying teacher profiles based on a set of key dimensions of readiness; (b) explaining profile membership by individual teacher characteristics, contextual aspects of the shift to OTL, and country-level indicators representing educational innovation and cultural orientation. We conducted latent profile analysis and identified three teacher profiles with consistently high or low readiness or an inconsistent readiness profile—hence, teachers in higher education are not a homogeneous group. Importantly, key individual and contextual variables, such as teachers’ gender and prior OTL experience, the context of the OTL shift, the innovation potential in education, and cultural orientation, explained profile membership. We discuss these findings with respect to the nature of the profiles, how they can be understood with respect to key determinants, and their implications for OTL in higher education.

COVID-19大流行已迫使全球大学和学院转向在线教学（OTL），要求教师在很短的时间内适应他们的教学，而与他们是否准备好无关。取自N的国际样本 = 58个国家/地区的739名高等教育教师，本研究通过以下方式揭示了教师在大流行时对OTL的准备情况：（a）根据一系列准备就绪的关键维度确定教师档案；（b）通过教师个人特征，转向OTL的背景因素以及代表教育创新和文化取向的国家/地区指标来说明个人档案的成员资格。我们进行了潜在的个人资料分析，并确定了三名教师的个人资料，这些人的个人资料始终保持较高或较低的准备状态或不一致的准备状态，因此，高等教育中的教师不是同一类。重要的是，关键的个人和上下文变量，例如教师的性别和以前的OTL经验，OTL转变的背景，在教育方面的创新潜力以及文化取向，说明的个人资料成员资格。我们将就配置文件的性质，如何对关键决定因素进行理解以及它们对高等教育中的OTL的意义讨论这些发现。