The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity

Akkerman, 2011, A dialogical approach to conceptualising teacher identity, Teaching and Teacher Education, 27, 308, 10.1016/j.tate.2010.08.013 Alsup, 2006 Anderson, 2001, Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks, 5, 1 Ati, 2010, Elearning in United Arab Emirates, 1009 Baran, 2014, A professional development framework for online teaching, Techtrends Tech Trends, 58, 95, 10.1007/s11528-014-0791-0 Baran, 2013, Tracing successful online teaching in higher education: Voices of exemplary online teachers, Teachers College, Record, 115, 1, 10.1177/016146811311500309 Baran, 2011, Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers, Distance Education, 32, 421, 10.1080/01587919.2011.610293 Beauchamp, 2009, Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39, 175, 10.1080/03057640902902252 Beijaard, 2004, Reconsidering research on teachers' professional identity, Teacher and Teacher Education, 20, 107, 10.1016/j.tate.2003.07.001 Beijaard, 2000, Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective, Teaching and Teacher Education, 16, 749, 10.1016/S0742-051X(00)00023-8 Berge, 2009, Changing instructor's roles in virtual worlds, Quarterly Review of Distance Education, 9, 407 Berge, 1995, Facilitating computer conferencing: Recommendations from the field, Educational Technology, 35, 22 Bransford, 1999 Churchman, 2006, Institutional commitments, individual compromises: Identity-related responses to compromise in an Australian university, Journal of Higher Education Policy and Management, 28, 3, 10.1080/13600800500283676 Cohen, 2018 Comas-Quinn, 2011, Learning to teach online or learning to become an online teacher: An exploration of teachers' experiences in a blended learning course, ReCALL, 23, 218, 10.1017/S0958344011000152 Conceição, 2006, Faculty lived experiences in the online environment, Adult Education Quarterly, 57, 26, 10.1177/1059601106292247 Coppola, 2002, Becoming a virtual professor: Pedagogical roles and asynchronous learning networks, Journal of Management Information Systems, 18, 169, 10.1080/07421222.2002.11045703 Creswell, 2014 Day, 2008, Identity, well-being and effectiveness: The emotional contexts of teaching, Pedagogy, Culture & Society, 16, 7, 10.1080/14681360701877743 Day, 2006, The personal and professional selves of teachers: Stable and unstable identities, British Educational Research Journal, 32, 601, 10.1080/01411920600775316 Ertmer, 2006, Exemplary technology-using teachers: Perceptions of factors influencing success, Journal of Computing in Teacher Education, 23, 55 Forsyth, 2010, Distance education in an era of eLearning: Challenges and opportunities for a campus-focused institution, Higher Education Research & Development, 29, 15, 10.1080/07294360903421350 Gee, 1990 Gee, 2000, Identity as an analytic lens for research in education, Review of Research in Education, 25, 99 Gerbic, 2011, Teaching using a blended approach - what does the literature tell us?, Educational Media International, 48, 221, 10.1080/09523987.2011.615159 Goodyear, 2001, Competences for online teaching: A special report, Educational Technology Research and Development, 49, 65, 10.1007/BF02504508 Hammond, 2011, Beliefs and ICT: What can we learn from experienced educators?, Technology, Pedagogy and Education, 20, 289, 10.1080/1475939X.2011.610930 Hanson, 2009, Displaced but not replaced: The impact of e-learning on academic identities in higher education, Teaching in Higher Education, 14, 553, 10.1080/13562510903186774 Hativa, 2002, Research on teacher thinking, beliefs, and knowledge in higher education: Foundations, status and prospects Higgs, 2010 Holland, 2007, Vygotsky, Mead, and the new sociocultural studies of identity, 101 Houlden, 2020, 12 Ibarra, 1999, Provisional selves: Experimenting with image and identity in professional adaptation, Administrative Science Quarterly, 44, 764, 10.2307/2667055 Izadinia, 2013, A review of research on student teachers' professional identity, British Educational Research Journal, 39, 694, 10.1080/01411926.2012.679614 Jonker, 2018, Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum, Teaching and Teacher Education, 71, 120, 10.1016/j.tate.2017.12.016 Kaleta, 2006, Discovering, designing and delivering hybrid courses, 111 Kane, 2002, Telling half the story: A critical review of research on the teaching beliefs and practices of university academics, Review of Educational Research, 72, 177, 10.3102/00346543072002177 Kelchtermans, 1993, Getting the story, understanding the lives: From career stories to teachers' professional development, Teaching and Teacher Education, 9, 443, 10.1016/0742-051X(93)90029-G Kelchtermans, 2005, Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy, Teaching and Teacher Education, 21, 995, 10.1016/j.tate.2005.06.009 Korhonen, 2014, Engagement with a teaching career - how a group of Finnish university teachers experience teacher identity and professional growth, Journal of Further and Higher Education, 40, 65, 10.1080/0309877X.2014.895301 Lasky, 2005, A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform, Teaching and Teacher Education, 21, 899, 10.1016/j.tate.2005.06.003 Lincoln, 1985 McNaughton, 2016, Negotiating academic teacher identity shifts during higher education contextual change, Teaching in Higher Education, 21, 644, 10.1080/13562517.2016.1163669 Murphy, 2008, Contradictions between the virtual and physical high school classroom: A third-generation Activity Theory perspective, British Journal of Educational Technology, 39, 1061, 10.1111/j.1467-8535.2007.00776.x Olsen, 2010 Patton, 2002 Pillen, 2013, Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies, European Journal of Teacher Education, 36, 240, 10.1080/02619768.2012.696192 Rapanta, 2020, Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity, Postdigital Science and Education, 2, 923, 10.1007/s42438-020-00155-y Reeves, 2018, Teacher identity Richardson, 2015, From the classroom to the keyboard: How seven teachers created their online teacher identities, International Review of Research in Open and Distance Learning, 16, 142, 10.19173/irrodl.v16i1.1814 Ritchie, 2014, Designing and selecting samples, 111 Shank, 2007 Sheridan, 2013, A risky mingling: Academic identity in relation to stories of the personal and professional self, Reflective Practice: International and Multidisciplinary Perspectives, 14, 568, 10.1080/14623943.2013.810617 Simon, 2012 Smith, 2010, Academic identities for the twenty-first century, Teaching in Higher Education, 15, 721, 10.1080/13562517.2010.522341 Spolsky, 2000, Language motivation revisited, Applied Linguistics, 21, 157, 10.1093/applin/21.2.157 Stacey, 2007, A study of face-to-face and online teaching philosophies in Canada and Australia, Journal of Distance Education, 22, 19 Steel, 2009, Reconciling university teacher beliefs to create learning designs for LMS environments, Australasian Journal of Educational Technology, 25, 399, 10.14742/ajet.1142 Taylor, 2017, How teachers become teacher researchers: Narrative as a tool for teacher identity construction, Teaching and Teacher Education, 61, 16, 10.1016/j.tate.2016.09.008 Troudi, 2010 Vishnevsky, 2004, Qualitative research, Nephrology Nursing Journal, 31, 234