1 Faculty of Educational Sciences, University Juraj Dobrila of Pula (CROATIA)
2 Elementary school „Ivan Goran Kovačić“ (CROATIA)
3 University of Maribor, Faculty of Education (SLOVENIA)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 9311-9317
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.2423
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
In November 2019, virus SARS-Cov-2 expanded through the Chinese city of Wuhan. By the March of 2020, the whole world was in pandemic.

In order to prevent the spread of the infection, on March 2020, classes in schools and colleges in the Republic of Croatia were suspended. Education took place online, classes were recorded and broadcast on television, and life in lockdown gradually began.

In order to prevent the spread of the infection, the bearers of the educational process have become part of an experiment in which everyone faces personal and professional challenges, taking care not to deny their students the right to education, parents to be satisfied and prescribed teaching materials realized as well as possible. Various guidelines and action plans are being published to address the challenge of distance education faced by teachers, students and their parents.

In corona school, parents are the ones who have a bigger role because there is no direct contact between teachers and students. Parents are actively helping to teach their own children. During the education in the schools, the parents were relieved of this task to such an extent, because the pupils received the necessary information in the school. Now it is the parents who must provide optimal conditions in their homes that will provide pupils with a quality education.

Depending on the current epidemiological situation, schools in the Republic of Croatia can choose one of three models of the teaching process - A, B or C model. The Ministry appoints the teaching process within the school institution as model A. From the beginning of the pandemic until now, primary school pupils have largely continued to attend classes according to this model, except in situations where the infection has occurred within the classroom community. Model B is a mixed form of conducting educational work. Depending on the epidemiological situation, part of the educational process takes place in a school and part at home. Eg. a week at school, and a week at a distance. The last option for the realization of the educational process during the pandemic is model C, which implies teaching exclusively online, ie at a distance.

In addition to regular classes, teachers should continuously evaluate students in order to avoid relaxation and neglect of student duties. The teacher is guided by the principle of continuity in assessment, which means regular monitoring of student progress. In continuous assessment, a great role is played by students' independent evaluation, ie self-assessment.

In the context of distance learning, the aforementioned "home atmosphere" can be an aggravating circumstance that adversely affects students' self-regulation. Although distance learning takes place, teachers are required to record student arrivals and activities, call them out during class, or encourage them to have cameras and microphones on, if network infrastructure and technical capabilities allow.

In addition to the full-time work of teachers, there are problems with the mental health of participants in the educational process and the social context that is undesirable during a pandemic, and so important for the overall human condition, especially students whose personality traits need to be formed. Never the less, the dedication and nobility that educators possess, enabled students to acquire knowledge, be active in the teaching process, thus confirming how important a quality teacher is a member of society.
Pandemic, lockdown, online education, education deinstitutionalization, teachers, coronaschool.