Comparative analysis of qualitative data from the cross-cultural CRTS-Study (Coronavirus Related Teaching Situation) originating from the survey with lecturers at universities in France and Switzerland. It focused on university teachers’ personal positioning related to professional development. The need to adapt teaching methods to adhere to safety measures against COVID-19 has forced university teachers to experiment with digital technologies and educational innovation. While it is not certain that development programs for university teachers actually have the desired impact on teaching practices (Chalmers & Gardiner, 2015), one can assume that the current emergency situation directly affects their pedagogical practice and, indirectly, their professional development. Measurable indicators are: a) concrete changes in teaching practice; b) motivation for change; c) professional posture (Lameul, Peltier & Charlier, 2014). The cross-university analysis of lecturers´ statements concerning their professional development permitted us to identify whether there is typical positioning towards change in pedagogical practice or not. Qualitative analysis of text-data (open questions from the survey) was applied in the following steps: 1) identification of relevant text-units; 2) assignment to categories (concrete changes in teaching practice, engagement for change, professional posture); 3) frequency observation, comparative vertical and horizontal analysis; 4) presentation of the results, critical analysis of results in research-team and interpretation. The data originated from the cross-cultural CRTS-Study (Coronavirus Related Teaching Situation) survey. The CRTS-Study aims to examine the transition from conventional teaching to online teaching at universities during the first Coronavirus lockdown. In all, 566 university teachers at the three universities (University of Basel, University of Strasbourg, and University of Upper Alsace) within the Eucor - The European Campus - completed the online survey between May and June 2020. The qualitative analysis aimed to generate a hermeneutical perspective on the COVID-1- related teaching situation. Seeking to deepen knowledge about the influence of the COVID-19-related adaptation of university teaching practice during the lockdown. It focuses especially on perceived and assumed impacts on professional development. The results of our study will advance theory-building concerning the nexus between practice and the professional development of teachers – and ultimately academic development in general. If one agrees that the teaching situation during the COVID-19 lockdown is favourable to professional development, one can hypothesize that long-term impact depends on sustaining means and opportunities (meeting the perceived needs of teachers and effective in terms of teaching quality).

Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81 91. Lameul, G., Peltier, C., & Charlier, B. (2014). Dispositifs hybrides de formation et développement professionnel. Education & Formation, e-301(Mai 2014).