During the time of remote schooling, teachers were facing many challenges in their professional as well as personal lives. The pandemic abruptly invaded virtually every aspect of our lives. Teaching practices were being shifted, school life moved onto our computer screens, revealing digital competence of students, their parents and the pedagogical community. In their personal lives, teachers encountered the challenges of running their households and maintaining the roles of mothers, partners, etc., because rather than working in the morning and looking after their homes in the afternoon, they were switching between at least two roles throughout the day (and sometimes into the night). Besides the pedagogical issues I am discussing, the biggest personal challenge for the teachers was taking care of the home and the family while also running the classroom. I think the problem is relevant, as it was rarely discussed and often overlooked in the myriad of other issues the teaching profession was facing. In my qualitative study, I researched the above-mentioned issues as well as the digital competence of teachers and their coping with the sudden prevalence of the ICT – what kind of support they received from the various agents in the field of education (school leaders, co-workers, Ministry of Education, Science and Sport, National Education Institute, faculties of education), what changes, in their opinion, came with the shifts in teaching practices and how they handled balancing their work and home life.
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