University professors's conceptions about teaching and their role as a teacher in COVID-19

Introduction: The arduous process of adaptation to remote education due to COVID-19 posed a challenge for higher education professors. While the education system had implemented improvements before the pandemic, obstacles still existed that hindered access to quality university education. These difficulties required university professors to carry out their teaching work in a virtual context and to rethink their understanding of teaching and their role as professors. Objective: To characterize the conceptions of Peruvian university professors regarding teaching and their role during COVID-19. Method: A purposive sampling strategy with convenience-based access through an open call was employed, allowing the participation of 29 Peruvian university professors (21 women, 7 men, 1 non-binary individual) teaching across diverse disciplines. An open-ended questionnaire was administered, and the responses were analyzed phenomenographically to identify conceptions based on interpreted actions, intentions, and beliefs regarding teaching and teaching role. Results: Professors fulfilled diverse roles, primarily teaching in virtual environments, but with a greater emphasis on providing socio-emotional support to their students. Based on this, two conceptions of teaching were identified: one considered the same as in the pre-pandemic period but delivered in a different environment, and another distinct from the pre-pandemic period, especially due to the prominent role of providing support. Discussion: Professors prioritized the teaching role over other roles reported in the pre-pandemic period, such as research, and included the new role of providing socio-emotional support. These findings offer valuable information for implementing support measures in emergency situations.