ABSTRACT

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.

摘要

尽管现实生活中教师身份建构的研究大幅增长，但人们对教师的网络身份，特别是他们的身份从现实生活到虚拟环境的转变知之甚少。本研究旨在通过研究 COVID-19 大流行期间六名教师的身份建构从个人课程到在线课程的转变来解决这一差距。数据是通过半结构化访谈、自我报告实践和小组讨论收集的。数据分析表明，教师的身份转变有六个组成部分：与学科相关的教学变化；诸如代理作用较低、责任较大和专业准备程度较低等紧张局势；情感劳动；成为技术爱好者教师的观念转变；身份扩展中的一致性；并增强了反射率。