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Este trabalho traz os resultados de uma investigação de caráter qualitativo, apoiada em descrições provenientes de um curso online de capacitação baseado na abordagem colaborativa de aprendizagem. Esta investigação comprova a tese de que a didática realizada em cursos a distância online, orientados pela abordagem colaborativa, favorece a participação, comunicação e interação entre os participantes, e, desta forma, possibilita maior aprendizado. As referências teóricas buscaram situar os conceitos centrais que envolviam a proposta. A prática observada no curso trouxe elementos que aprofundaram a reflexão sobre os novos caminhos da didática, viabilizadas pelas atividades colaborativas desenvolvidas em ambientes virtuais de aprendizagem. A proposta do curso desafiou os conhecimentos e conceitos já assumidos pela didática, e orientou a ação para a incorporação de novos conceitos e pressupostos, na fronteira entre comunicação e educação. As inovações tecnológicas, no entanto, mostraram novos aspectos e possibilidades que vão além da comunicação didática, no sentido apresentado pelos teóricos estudados. As possibilidades oferecidas pelos ambientes virtuais de aprendizagem, para interação e comunicação entre todos os participantes dos cursos online, a qualquer hora e em qualquer lugar, mudam significativamente o potencial das estratégias de ensino-aprendizagem que podem ser utilizadas. A escolha das abordagens colaborativas como orientação metodológica, para o desenvolvimento das estratégias e procedimentos desencadeados no curso estudado, agregou aos aspectos tecnológicos as condições ideais para que o processo didático de aprendizagem baseado na interação e comunicação fosse ampliado. Em termos de resultados - no que diz respeito aos objetivos de aprendizagem desejados pelo curso e os almejados pela pesquisa - a proposta do curso alcançou suas finalidades. Para a pesquisa, a vivência, a participação, a interação e a comunicação dos alunos no curso validaram e superaram as hipóteses mais audaciosas em relação ao fazer didático em cursos online colaborativos, postas pela investigação. / This work brings the results of an investigation of qualitative character, supported by descriptions from an online training course based on the collaborative approach of learning. This investigation proves the thesis that the didactic held in distance online courses, guided by the collaborative approach, favors the participation, communication and interaction among the participants, and this way enables higher learning. The theoretical references looked for to place the centrals that involved the proposal. The practice observed in the course brought elements that deepened the reflection on the new ways of the didacticism, made by the collaborative activities developed in virtual atmospheres of learning. The proposal of the course challenged the knowledge and concepts already assumed by the didacticism and it guided the action for the incorporation of new concepts and presupposed on the border between communication and education. The technological innovations, however, showed new aspects and possibilities that are going besides the didactic communication in the sense presented by the theoretical ones studied. The possibilities offered by the virtual atmospheres of learning for interaction and communication among all the participants of the courses online, at any time and in any place, change significantly the potential of the strategies of teaching-learning that can be used. The choice of collaborative approaches as methodological guidance for the development of strategies and procedures unchained in the studied course, joined to the technological aspects the ideal conditions for the teaching-learning process based on interaction and communication were expanded. In terms of results - with regard to the learning objectives desired by current and desired by the research - the proposal of the course has achieved its purposes. For the research, the experience, participation, interaction and students\' communication in the course validated and outperformed the hypotheses in relation to do the didactic in collaborative online courses, putted by the investigation.

Este trabalho traz os resultados de uma investigação de caráter qualitativo, apoiada em descrições provenientes de um curso online de capacitação baseado na abordagem colaborativa de aprendizagem. Esta investigação comprova a tese de que a didática realizada em cursos a distância online, orientados pela abordagem colaborativa, favorece a participação, comunicação e interação entre os participantes, e, desta forma, possibilita maior aprendizado. As referências teóricas buscaram situar os conceitos centrais que envolviam a proposta. A prática observada no curso trouxe elementos que aprofundaram a reflexão sobre os novos caminhos da didática, viabilizadas pelas atividades colaborativas desenvolvidas em ambientes virtuais de aprendizagem. A proposta do curso desafiou os conhecimentos e conceitos já assumidos pela didática, e orientou a ação para a incorporação de novos conceitos e pressupostos, na fronteira entre comunicação e educação. As inovações tecnológicas, no entanto, mostraram novos aspectos e possibilidades que vão além da comunicação didática, no sentido apresentado pelos teóricos estudados. As possibilidades oferecidas pelos ambientes virtuais de aprendizagem, para interação e comunicação entre todos os participantes dos cursos online, a qualquer hora e em qualquer lugar, mudam significativamente o potencial das estratégias de ensino-aprendizagem que podem ser utilizadas. A escolha das abordagens colaborativas como orientação metodológica, para o desenvolvimento das estratégias e procedimentos desencadeados no curso estudado, agregou aos aspectos tecnológicos as condições ideais para que o processo didático de aprendizagem baseado na interação e comunicação fosse ampliado. Em termos de resultados - no que diz respeito aos objetivos de aprendizagem desejados pelo curso e os almejados pela pesquisa - a proposta do curso alcançou suas finalidades. Para a pesquisa, a vivência, a participação, a interação e a comunicação dos alunos no curso validaram e superaram as hipóteses mais audaciosas em relação ao fazer didático em cursos online colaborativos, postas pela investigação. / This work brings the results of an investigation of qualitative character, supported by descriptions from an online training course based on the collaborative approach of learning. This investigation proves the thesis that the didactic held in distance online courses, guided by the collaborative approach, favors the participation, communication and interaction among the participants, and this way enables higher learning. The theoretical references looked for to place the centrals that involved the proposal. The practice observed in the course brought elements that deepened the reflection on the new ways of the didacticism, made by the collaborative activities developed in virtual atmospheres of learning. The proposal of the course challenged the knowledge and concepts already assumed by the didacticism and it guided the action for the incorporation of new concepts and presupposed on the border between communication and education. The technological innovations, however, showed new aspects and possibilities that are going besides the didactic communication in the sense presented by the theoretical ones studied. The possibilities offered by the virtual atmospheres of learning for interaction and communication among all the participants of the courses online, at any time and in any place, change significantly the potential of the strategies of teaching-learning that can be used. The choice of collaborative approaches as methodological guidance for the development of strategies and procedures unchained in the studied course, joined to the technological aspects the ideal conditions for the teaching-learning process based on interaction and communication were expanded. In terms of results - with regard to the learning objectives desired by current and desired by the research - the proposal of the course has achieved its purposes. For the research, the experience, participation, interaction and students\' communication in the course validated and outperformed the hypotheses in relation to do the didactic in collaborative online courses, putted by the investigation.

As technological advancements and improvements are made, the concepts of school digitalization and distance teaching become increasingly interesting and relevant. While distance teaching has existed for over a decade, it was not commonly practiced until the global pandemic 2020 where schools all around the world decided that teaching would be conducted remotely reduce the risk of spreading COVID-19. Sweden was one of these countries and decided that teaching in Swedish upper secondary schools would transition into being conducted at a distance. This master thesis focuses on students’ and teachers’ experiences of distance teaching in upper secondary school mathematics in Sweden during the years 2020-2022. The study is divided into two parts, one with a research purpose of examining how distance teaching has influenced students’ and teachers’ experiences of teaching and learning mathematics, and the other with the intent to create a support material in the form of a handbook to facilitate and integrate distance teaching in upper secondary school mathematics. Quantitative and qualitative data were gathered from 80 students using an online survey and nine interviews with three being with teachers and six being with students. The quantitative data were analyzed thematically to identify focus points and resulted in the focus of five different aspects of mathematics teaching - students’ general work, student motivation, the possibility of receiving help from a teacher, classroom communication and classroom participation. The theoretical frameworks used were sociocultural theory and equivalency theory. Results from the quantitative data revealed that students’ experiences of distance teaching were mostly negative with a very small amount noting positive experiences. A small but notable amount stated that distance teaching had no effect on their learning experiences. Qualitative findings revealed that the reason for the negative experience was that most students were dependent on external factors such as outer motivation, social interaction, teacher help and classroom communication. Students who were not negatively affected were self-regulating and whose studies and learning were independent of external factors. The development part of this study aimed at developing a handbook that could help schools implement and utilize distance teaching. The handbook was created through analyzing previous findings to identify challenges and difficulties with distance teaching that the writers could provide potential solutions for, and advice on, how to prevent. The initial prototype of the handbook was exposed to a limited form of testing due to upper secondary schools having transitioned back to traditional teaching at the time of the study. Therefore, the presented version of the handbook remains a prototype. / I takt med att tekniska framsteg och förbättringar görs blir digitalisering inom skolväsenden och distansundervisning alltmer intressanta och relevanta. Även om tillgängligheten till distansundervisning har funnits i över ett decennium, var den inte vanligt förekommande förrän den globala pandemin 2020 där skolor runt om i världen beslutade att undervisning skulle bedrivas på distans för att minska risken för spridning av COVID-19. Sverige var ett av dessa länder och beslutade att undervisning i svenska gymnasieskolor skulle övergå till att bedrivas på distans. Detta examensarbete fokuserar på elever- och lärares erfarenheter av distansundervisning i matematik på gymnasieskolor i Sverige under åren 2020–2022. Studien har två huvudsakliga syften, det första syftet är att identifiera hur distansundervisning har påverkat elever- och lärares upplevelser av undervisning av gymnasiematematik. Det andra syftet är att utveckla ett stödmaterial i form av en handbok vars syfte är att underlätta utförande och integrering av distansundervisning i matematikundervisning på gymnasieskolor. Det första syftet korresponderar till studiens forskningsdel och genomfördes med hjälp av kvantitativ och kvalitativ datainsamling genom 80 elev respondenter i en webbenkät och nio intervjuer varav tre var med lärare och sex med elever. Kvantitativa data analyserades tematiskt för att identifiera fokuspunkter och resulterade i fokus på fem olika aspekter av matematikundervisningen – elevernas allmänna arbete, elevmotivation, möjligheten att få hjälp av en lärare, kommunikation i klassrummet och deltagande i klassrummet. De teoretiska ramar som användes var sociokulturell teori och ekvivalensteori. Resultaten från den kvantitativa forskningsdelen visade att elevernas upplevelser av distansundervisning var mestadels negativ med endast en liten andel som noterade positiva upplevelser. En liten men anmärkningsvärd andel uppgav även att distansundervisning inte hade någon effekt på deras inlärning. Resultaten från den kvalitativa delen visade att orsaken till den negativa upplevelsen var att de flesta elever var beroende av yttre faktorer som yttre motivation, social interaktion, hjälp från läraren och klassrumskommunikation. Elever som inte påverkades negativt var självreglerande och vars studier och lärande var oberoende av dessa yttre faktorer. Det andra syftet motsvarar studiens utvecklingsdel. Handboken skapades genom att analysera resultaten från forskningsdelen för att identifiera utmaningar och svårigheter med distansundervisning. Sedan skulle potentiella lösningar och råd om hur man kan förebygga dessa utmaningar och svårigheter ges i handboken. Den ursprungliga prototypen av handboken genomgick en begränsad form av testning på grund av att gymnasieskolan vid studietillfället redan hade övergått tillbaka till traditionell undervisning. Därför förblir den presenterade versionen av handboken en prototyp.

The diploma thesis deals with distance teaching, in empiric part of the thesis specifically with distance teaching of geography in spring of 2020 at secondary schools and appropriate degree of grammar schools. The aim of this diploma thesis is to describe specifics of distance teaching of geography at secondary schools and appropriate degree of grammar schools in spring of 2020 and to make a list of principles which should be followed in distance teaching and which should help with adjustment of learning content. for needs of distance teaching. Another aim of this thesis is to describe distance teaching of geography in spring of 2020 and describe differences in terms of teachers' pactice length and type of school where they teach. Theoretical part of thesis describes specifics of distance teaching and main differences between distance teaching and full-time teaching. As the part of literature search, the list of principles for distance teaching was written down and these principles were divided into three groups. In empiric part of thesis distance teaching of geography in spring of 2020 was described from these point of view: changes durring distance teaching of geography, time spent by pupils studying geography, reduction of learning content, communication with pupils, their parents, colleagues,...

A busca do conhecimento para melhoria da assistência de enfermagem nos serviços de saúde faz-se rotineiramente e a adoção de novas tecnologias educacionais vem colaborar, de forma relevante, para educação permanente dos profissionais. Inúmeros assuntos pertinentes ao cuidado podem ser aprendidos e discutidos em ambientes virtuais, como, por exemplo, os eventos adversos. O presente estudo teve como objetivo desenvolver um ambiente virtual de aprendizagem (AVA) sobre gerenciamento em eventos adversos para educação permanente de enfermeiros, abordando as temáticas: úlcera por pressão, erros de medicação, flebite, queda e perda de sonda nasogastroenteral. O referencial pedagógico foi fundamentado nos estudos de Gagné (1980) que considera que o processo de aprendizagem é baseado na teoria de processamento de informação e constitui-se em oito fases (fase de motivação, de apreensão, de aquisição, de retenção, de rememoração, de generalização, de desempenho e de feedback). A metodologia, uma pesquisa aplicada, utilizou o Modelo de desenvolvimento de programas de Instrução Auxiliada pelo Computador (Computer Assisted Instruction - CAI) proposto por Price (1991), composto de três estágios: 1. planejamento inicial; 2. planejamento e desenvolvimento do conteúdo instrucional; 3. avaliação e revisão. No estágio 1 foi caracterizado o público alvo, escolhido o tema abordado, bem como definidos os objetivos educacionais, os recursos disponíveis, o design instrucional e as técnicas de modelagem. O desenvolvimento do conteúdo (estágio 2) foi realizado em Módulos, estes constituídos das seguintes estruturas: Identificação do Módulo, Objetivos de Aprendizagem, Conteúdos, Exercícios, Referências e Textos de Apoio. A avaliação técnica e revisão do conteúdo inserido no AVA desenvolvido (estágio 3) será realizado por especialistas da área de informática e enfermagem em estudo futuro. O AVA foi desenvolvido na linguagem HTML (Hyper Text Makep Language) utilizando o programa Microsoft Office Word 2003®. Os exercícios de avaliação inseridos em cada módulo foram criados pela autora deste estudo com a utilização do programa Hot Potatoes versão 6.0 para Windows. Conclui-se que a metodologia adotada na construção do AVA foi adequada para o alcance do objetivo proposto. Como metas futuras, a autora desse estudo avaliará o produto desenvolvido e verificará a possibilidade de seu uso nos serviços de enfermagem, contribuindo com a educação permanente dos enfermeiros. O AVA sobre gerenciamento em eventos adversos nos serviços de enfermagem está disponível para acesso no endereço eletrônico: <http://www.eerp.usp.br/nepien/eventosadversos>. / The search for knowledge to improve nursing care in health services occurs on a routinely basis and the adoption of new educational technologies collaborates, in a relevant way, for professionals\' permanent education. Countless subjects pertaining to care can be learned and discussed in virtual environments, such as adverse events. The present study aimed to develop a virtual learning environment (VLE) on management in adverse events for nurses\' permanent education, addressing the themes: pressure ulcer, medication errors, phlebitis, fall and loss of nasogastroenteral feeding. The pedagogical framework was grounded in Gagné\'s (1980) studies, which considers that the learning process is based on the theory of information processing and consists of eight phases (phase of motivation, apprehension, acquisition, retention, remembering, generalization, performance and feedback). This applied research used the Model of development of Computer Assisted Instruction (CAI) programs proposed by Price (1991), consisting of three stages: 1. initial planning; 2. planning and development of instruction content; 3. assessment and review. At stage 1, target public was characterized, theme approached was chosen, and the educational objects, available resources, instructional design and modeling techniques were defined. The content development (stage 2) was carried out in Modules, comprised of the following structures: Identification of the Module, Learning objectives, Contents, Exercises, References and Support Texts. The technical assessment and review of the content inserted in the developed virtual learning environment (stage 3) will be carried out by informatics and nursing experts in a future study. The VLE was developed in HTML (Hypertext Makeup Language) using the program Microsoft Office Word 2003®. The evaluation exercises inserted in each module were created by the study author using the program Hot Potatoes version 6.0 for Windows. It is concluded that the methodology used in the construction of the VLE was appropriate for achieving the proposed objectives. As future aims, the author will assess the developed product and verify the possibility of using it in nursing services, contributing for nurses\' permanent education. The VLE on management in adverse events in nursing services is available at the URL: <http://www.eerp.usp.br/nepien/eventosadversos>.

A busca do conhecimento para melhoria da assistência de enfermagem nos serviços de saúde faz-se rotineiramente e a adoção de novas tecnologias educacionais vem colaborar, de forma relevante, para educação permanente dos profissionais. Inúmeros assuntos pertinentes ao cuidado podem ser aprendidos e discutidos em ambientes virtuais, como, por exemplo, os eventos adversos. O presente estudo teve como objetivo desenvolver um ambiente virtual de aprendizagem (AVA) sobre gerenciamento em eventos adversos para educação permanente de enfermeiros, abordando as temáticas: úlcera por pressão, erros de medicação, flebite, queda e perda de sonda nasogastroenteral. O referencial pedagógico foi fundamentado nos estudos de Gagné (1980) que considera que o processo de aprendizagem é baseado na teoria de processamento de informação e constitui-se em oito fases (fase de motivação, de apreensão, de aquisição, de retenção, de rememoração, de generalização, de desempenho e de feedback). A metodologia, uma pesquisa aplicada, utilizou o Modelo de desenvolvimento de programas de Instrução Auxiliada pelo Computador (Computer Assisted Instruction - CAI) proposto por Price (1991), composto de três estágios: 1. planejamento inicial; 2. planejamento e desenvolvimento do conteúdo instrucional; 3. avaliação e revisão. No estágio 1 foi caracterizado o público alvo, escolhido o tema abordado, bem como definidos os objetivos educacionais, os recursos disponíveis, o design instrucional e as técnicas de modelagem. O desenvolvimento do conteúdo (estágio 2) foi realizado em Módulos, estes constituídos das seguintes estruturas: Identificação do Módulo, Objetivos de Aprendizagem, Conteúdos, Exercícios, Referências e Textos de Apoio. A avaliação técnica e revisão do conteúdo inserido no AVA desenvolvido (estágio 3) será realizado por especialistas da área de informática e enfermagem em estudo futuro. O AVA foi desenvolvido na linguagem HTML (Hyper Text Makep Language) utilizando o programa Microsoft Office Word 2003®. Os exercícios de avaliação inseridos em cada módulo foram criados pela autora deste estudo com a utilização do programa Hot Potatoes versão 6.0 para Windows. Conclui-se que a metodologia adotada na construção do AVA foi adequada para o alcance do objetivo proposto. Como metas futuras, a autora desse estudo avaliará o produto desenvolvido e verificará a possibilidade de seu uso nos serviços de enfermagem, contribuindo com a educação permanente dos enfermeiros. O AVA sobre gerenciamento em eventos adversos nos serviços de enfermagem está disponível para acesso no endereço eletrônico: <http://www.eerp.usp.br/nepien/eventosadversos>. / The search for knowledge to improve nursing care in health services occurs on a routinely basis and the adoption of new educational technologies collaborates, in a relevant way, for professionals\' permanent education. Countless subjects pertaining to care can be learned and discussed in virtual environments, such as adverse events. The present study aimed to develop a virtual learning environment (VLE) on management in adverse events for nurses\' permanent education, addressing the themes: pressure ulcer, medication errors, phlebitis, fall and loss of nasogastroenteral feeding. The pedagogical framework was grounded in Gagné\'s (1980) studies, which considers that the learning process is based on the theory of information processing and consists of eight phases (phase of motivation, apprehension, acquisition, retention, remembering, generalization, performance and feedback). This applied research used the Model of development of Computer Assisted Instruction (CAI) programs proposed by Price (1991), consisting of three stages: 1. initial planning; 2. planning and development of instruction content; 3. assessment and review. At stage 1, target public was characterized, theme approached was chosen, and the educational objects, available resources, instructional design and modeling techniques were defined. The content development (stage 2) was carried out in Modules, comprised of the following structures: Identification of the Module, Learning objectives, Contents, Exercises, References and Support Texts. The technical assessment and review of the content inserted in the developed virtual learning environment (stage 3) will be carried out by informatics and nursing experts in a future study. The VLE was developed in HTML (Hypertext Makeup Language) using the program Microsoft Office Word 2003®. The evaluation exercises inserted in each module were created by the study author using the program Hot Potatoes version 6.0 for Windows. It is concluded that the methodology used in the construction of the VLE was appropriate for achieving the proposed objectives. As future aims, the author will assess the developed product and verify the possibility of using it in nursing services, contributing for nurses\' permanent education. The VLE on management in adverse events in nursing services is available at the URL: <http://www.eerp.usp.br/nepien/eventosadversos>.

Made available in DSpace on 2015-05-14T12:42:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1364013 bytes, checksum: def4a6aa07047e84e8b939a7de8e5b3d (MD5) Previous issue date: 2012-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The spacial and temporal distance among subjects is one of the big challenges to the development of dialogues on virtual learning enviromnents (VLE) of distance teaching. Among the instruments present on Moodle platform, the VLE used by Courses offered by UFPB Virtual, the Discussion forum presents as the space that makes possible to develop social inter-relations about the contents of the discipline or other aspects. However, this instrument is not always used by teachers to develop dialogues on the respective disciplines. Many teachers apply specific question and ask students only to publish their answers. So, this study analises docent interactive strategies used on Discussion forums of distance teaching, on the discipline Introdução à Educação a Distância from the Curso de Graduação em Ciências Naturais (Licenciatura a Distância) of UFPB Virtual, during the semester 2011.2, with the intention of verifying the focus of docent interactive strategias on the referred technological instrument. It was based on the theory of enunciation of Bakhtin/Volochínov ([1929] 2010) and Bakhtin ([1979] 2010), whose perspectives conceives that the subject is constructed in relation with the alterity and on assumptions from Belloni (2009), Moran (2002, 2003, 2007, 2011) and Moore ([1993] 2002), among others, about Distance Education. We collected the corpus from the social environment where they were created and published, i.e., the own Discussion forums from the discipline mentioned above. The qualitative methodology was used to analyze the referred object of study. During the investigation of interactive strategies, we noticed that the way the teacher guides the student s participation refracts the organization of ideological practices on student-student inter-relations promoted on the discipline Introdução à Educação a Distância. Therefore, we consider that the docent interactive strategies suggest the construction of student s arguments through the dialogical and valorative relations with other discourses and subjects, influenced by the enunciative conditions determined by each situation of social communication. / Um dos grandes desafios para o desenvolvimento de diálogos nos ambientes virtuais de aprendizagem (AVA) da Educação a Distância é a separação espacial e temporal dos sujeitos inseridos nesta modalidade de ensino. Entre as ferramentas presentes na plataforma Moodle, o AVA utilizado pelos Cursos oferecidos pela UFPB Virtual, o Fórum de discussão destaca-se como o espaço que possibilita o desenvolvimento de inter-relações sociais sobre os conteúdos abordados na disciplina ou inerentes a outros aspectos. No entanto, nem sempre os professores utilizam os Fóruns de discussão para o desenvolvimento de diálogos nas respectivas disciplinas. Muitos professores aplicam questionamentos específicos e solicitam apenas que os alunos postem suas respostas. Diante disso, o presente estudo analisa estratégias interativas docentes em Fóruns de discussão do ensino a distância, no âmbito da disciplina Introdução à Educação a Distância do Curso de Graduação em Ciências Naturais (Licenciatura a Distância) da UFPB Virtual, durante o período letivo 2011.2, com o intuito de verificar o foco das estratégias interativas docentes no referido instrumento tecnológico. Para tanto, a fundamentação teórica baseia-se, principalmente, na teoria da enunciação de Bakhtin/Volochínov ([1929] 2010) e Bakhtin ([1979] 2010), cujas perspectivas concebem que a constituição do sujeito acontece na relação com a alteridade e em pressupostos de Belloni (2009), Moran (2002, 2003, 2007, 2011) e Moore ([1993] 2002), entre outros, sobre Educação a Distância. Coletamos os enunciados no meio social aonde foram elaborados e publicados, ou seja, nos próprios Fóruns de discussão da disciplina mencionada. Adotamos a metodologia qualitativa como paradigma para análise do objeto de estudo deste trabalho. Diante da investigação sobre as estratégias interativas, constatamos que o modo como o professor orienta a participação discente refrata a organização das práticas ideológicas nas inter-relações aluno-aluno promovidas na disciplina Introdução à Educação a Distância. Verificamos, também, que as estratégias interativas docentes sugerem a construção dos enunciados discentes pela via das relações dialógicas e valorativas com outros discursos e sujeitos, influenciadas pelas condições enunciativas determinadas por cada situação de comunicação social.

The goal of this study is to examine what challenges in classroom management language teachers who are working at the gymnasium are facing when they are doing distance teaching. A qualitative study is performed where interviews are used as the data collection method. Five language teachers from a school in Stockholm county were chosen to take part in the interviews. These interviews were recorded and later transcribed and analysed to find categories to be able to further describe and discuss the data. This resulted in eight different categories forming. Results that are noticeable is firstly that planning and communication is the two most difficult aspects of classroom management for the interviewed teachers. For planning the time was considered difficult to control in distance teaching. When it comes to communication, the primary difficulty was to get used to communicating via a monitor which does not mediate body language and facial expressions in a satisfactory way. Furthermore, it was discovered that many teachers have problems with the technological aspects of distance teaching. There are a lot of new and complicated software that the teachers need to learn and understand to be able to efficiently educate.

Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers to adapt their teaching to fulfil the curricula. Few studies provided teachers’ perspectives on this extraordinary situation and why it was essential to enter the teacher’s world and determine how this affected them and their work. Aim: The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim. Method: A qualitative narrative design captured the lived experiences of Swedish upper secondary school teachers. Stories from two teachers that worked in two different school contexts were collected. Result: The stories were personal, emotional, and revealing and answered the research questions. The Qualitative content analysis identified three themes: (1) Distant and Remote Communication, (2) Key are to be Present, Kind, and Innovative, and (3) Trials. Both teachers' most decisive change and challenges were the difficulties they experienced with maintaining connectedness and the interrupted teacher-student relationship, which was especially difficult in vocational programs. The result surprisingly showed that some students had benefitted from EDT and showed higher attendance than before. The stories showed how the teachers struggled to be creative to fulfil students' vital needs and often used outside-box strategies to manage. The teachers also showed how they felt lonely and how this had affected their job satisfaction and well-being. Significant, was that the result showed that the teachers had gained new skills and knowledge of how to handle the best teaching during school closure, even if it were not the teaching that they would prefer. Conclusion: Remote and distance teaching will become increasingly important in the future, considering Anthropogenic Climate Change. There is a strong call for a holistic transdisciplinary approach to identify and manage the organizational and psychological impacts of EDT on Swedish upper secondary school teachers. Strategies specifically targeting teachers working with vocational programs and students from low socioeconomic backgrounds are needed to avoid exacerbating existing disparities. Teachers required close contact with their students to have job satisfaction and they needed to be included and receive clear support, trust, and guidelines from school management.