Scilight Press

The transition from the traditional classroom to online learning has made it more difficult for teachers to teach in the context of ongoing epidemic prevention and control. According to our literature search, while there are many studies on teacher identity both at home and abroad, the number of studies on online teaching under the epidemic wave is small. Based on teacher identity theory and sociocultural theory, this study conducted a questionnaire survey among 103 college teachers, which were combined with diverse and multi-perspective reference materials to analyze the status quo of teacher identity in online courses affected by the epidemic and the causes of the impact. The findings indicate that online teaching is not always satisfactory and that changes in online teaching methods and interactive methods increase the difficulty of teachers' teaching, making them constantly locate themselves and be located in social participation and interaction, putting teachers' identities in jeopardy. Simultaneously, using a comprehensive analysis of the questionnaire and a large number of cutting-edge domestic and foreign core literature, this study investigates ways to improve teachers' identities from multiple perspectives and proposes feasible solutions.