Teaching in higher education has undergone numerous paradigm shifts from teacher-centred authoritative to learner-centred critical and culturally responsive/relevant pedagogies. Further, single method-boundedness has been substituted by the integration of pedagogies via eclecticism in the post-method contexts. Further, virtual learning and paperless classroom, which were not dreamed in the past, has become realistic because of the innovative practices in the domain of information and communication technology in education in general and the pandemic situation created by COVID19 specifically. These shifts have sparked tremendous changes in the teaching field. Based on these presumptions, this article aims to envisage teachers' multifarious roles to play and tasks to perform. To achieve this aim, I have adopted a document analysis method that lies within the typology of the qualitative approach. Moreover, I have found three main categories of teachers' roles including professional, administrative, and social. These roles present a portrait of wholistic teacher traits inside and outside the classroom. The study implies that teachers should be capable of negotiating their roles and tasks based on the contexts they encounter.