The unexpected COVID-19, over the recent three years (2020–2022), has caused significant changes in the forms of teaching, such as normalizing online learning and reinforcing digital literacy among students and teachers. Such transformations of pedagogical approaches have consequently influenced awareness of good language teaching in the current digital context. From an autoethnographic perspective, I, as an early-career faculty, present my identity crises aroused by the transition from student to faculty in times of uncertainty and in digital settings. In line with my struggling experience interplayed with emotional labor and vulnerability, I reveal my perceptions of identity absence, negotiation, and reconstruction throughout my offline, online, and hybrid teaching experiences during the past 1.5 years (i.e., August 2021 to December 2022). Four pairs of identity crises emerged from this autoethnographic narrative: “advanced videoconferencing user” vs. “struggling videoconferencing teacher,” “solo teaching demonstration” vs. “interactive information-sharing-and-communicating,” “knowledge-receiver” vs. “knowledge-transferer,” and “24/7 artificial intelligence” vs. “9-to-5 teacher.” In alignment with recent research on teacher identity, this chapter hopes to expand the scope of teacher professional development in digital settings and shed light on handling emotion-related challenges for both pre-service and in-service teachers.