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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.

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