Challenges for female teachers in distance education

V času šolanja na daljavo med epidemijo covid-19 so se učiteljice soočale s prenekaterimi izzivi, povezanimi tako s poučevanjem kot z osebnim življenjem. Epidemija je dramatično posegla v bolj ali manj vse sfere naših življenj. Zamikale so se pedagoške prakse, šolsko življenje se je preselilo pred zaslone in razkrilo digitalne kompetence ne le učenk in učencev ter njihovih staršev, temveč tudi pedagoške srenje. V zasebnem življenju so se učiteljice srečevale z izzivi vodenja gospodinjstva, ohranjanjem vloge mame, partnerke itd., saj v času šolanja na daljavo niso preklapljale med službo dopoldne in domom popoldne, temveč med obema ali več vlogami ves dan (dostikrat tudi del noči). Glavni problem, ki bi ga želela poleg vseh pedagoških izzivov v tem času želela izpostaviti, so izzivi, ki so jih učiteljice doživljale na osebni ravni, znotraj doma in družine, ob hkratnem vodenju družine in razreda. Problem se mi zdi pomemben, ker je redko tematiziran in je bil ob drugih problematikah, ki jih je pedagoška stroka doživljala v času šolanja na daljavo, kratko malo spregledan. Izvedla sem kvalitativno raziskavo, v kateri so me, ob že omenjeni temi, zanimale tudi digitalne kompetence učiteljic ter njihovo soočanje s prevlado IKT − kakšne podpore so bile deležne z različnih strani (vodstva, kolektiva, MIZŠ, ZRSŠ, pedagoških fakultet), kakšne spremembe so po njihovem mnenju prinesli zamiki pedagoških praks in kako so lovile ravnovesje med službo in domom.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