Abstract:

In March 2020, after the announcement of the pandemic, many countries around the world introduced restrictive rules for the organization of teaching in schools. As a result, millions of students had to adapt to a completely new form of education - remote learning. The emergence of the COVID-19 pandemic forced teachers to revise their ways of teaching (Williams et al., 2021; Mpungose, 2020). Students were offered non-standard solutions and transfer methods of the learning process, which should be considered as initiating a state of permanent transformation. The introduction of a radical change in the way of education in a situation of poorly developed school infrastructure, lack of teacher preparation, inadequate technical resources for all students, and lack of mentoring and support did not favor the process of gradual change of teachers' roles and competences, which was a necessary factor for effective teaching in the online school environment (Carrillo & Flores, 2020). Teachers themselves have indicated that online teaching has many disadvantages, the main one being the lack of a direct relationship with students (Decarli G, Surian L, Vignoli M, Franchin L., 2022).