The COVID-19 pandemic transformed classrooms across all educational levels, including ear- ly childhood education, forcing educators to shift from in-person teaching to conducting activities through screens. To gain a deeper understanding of the pedagogical work performed by educators during this period, this study aimed to explore and describe how a group of Chilean educators re- conceptualized their pedagogical roles during the pandemic. Semi-structured interviews were con- ducted with kindergarten and pre-kindergarten educators from Chilean public schools, and the data were analyzed using grounded theory to examine how this pivotal experience affected their teaching identities in an emergency context. The results reveal that educators identified three major roles: their relationship with families, their decision-making processes, and their professional identity. These roles were analyzed in relation to the educators' sense of self-efficacy, which, though initially dimi- nished by the abrupt changes they faced, eventually became a source of empowerment. Educators not only taught children but also engaged with families, who were now directly involved in their children's education at home. The challenges faced during the pandemic, particularly in relation to family engagement, highlight issues that impact educators' work not only in emergencies but also in normal circumstances. This study discusses how the experiences of the pandemic may have long-term implications for educators' work in post-pandemic conditions. Future studies are needed to further explore the professionalization of educators, a process that has historically been undervalued due to the caregiving aspect of their role.