Abstract:

At present, not only education, but almost all sectors, face the problem of Covid-19. This virus has become part of our lives and has affected society of the whole world more than we could expect. In contrast to the beginning of the pandemic, we can already see today that we need to adapt to epidemiological measures from day to day, suddenly, as the situation continues to change and evolve relentlessly.

The problem that Covid-19 causes in society is not only health related but also social related. In the spring 2020 and in the almost whole school year 2020-2021 schools were forced to switch to online teaching. The schedule of online teaching was adapted to the recommendation of the Ministry of Education, Youth and Sports of the Czech Republic that primary school pupils can have online teaching for a maximum of 3 hours, then have an hour off and then have additional teaching hours in a single day. Since March 2020, there have been several switches of contact and online teaching, or even with regard to the form of rotary teaching, where teaching is attended only by selected classes in order to avoid a higher number of people in the school.

Based on the case studies in combination with a questionnaire survey, we tried to reflect the effects of long-term online teaching on the interactions of teachers and pupils in Czech schools. Twelve cases on the issue of online teaching at primary schools in the Czech Republic were analysed. The following methods are used for data collection: questionnaire surveys, surveys and / or interviews with teachers, case studies, content and descriptive analysis.

To analyse the situation at the selected school, we asked ourselves the following questions:
1. How is organized and in what way does online teaching take place?
2. How do teachers reflect on the transition to online teaching?
3. What does a teacher's day at a primary school look like when teaching online?
4. What are the platforms used for online teaching?
5. What do teachers consider important in online teaching?
6. What are the activities in online teaching?
7. What teaching aids and tools do teachers use?
8. How do students and parents reflect on such a way of teaching?
9. What do school management, teachers, parents, and students solve problems with regard to online teaching?

From the analysis of all obtained data, it can be concluded that online teaching cannot replace the long-term full-time teaching. It is not suitable at all for younger age groups, it brings certain benefits for secondary school pupils in the form of the development of learning competencies, independence and responsibility. Teachers are able to conduct online teaching well, which proved that they have appropriate conditions. However, parents perceive online learning negatively and with concerns about the effects of online teaching to their children.

Keywords:

Online teaching, teacher, pupils, COVID-19, experience in education, case study.