The Adaptation Features to Conditions of Distance Learning of Moscow Teachers

During the transition of Moscow general educational schools to an online learning format caused by the anti-COVID-19 policy the professional activity of teachers being one of the main agents of the learning process has been transformed. This paper attempts to study the features of teachers' adaptation to an online learning format. Semi-structured in-depth interviews with the teachers of three general educational schools, analyzed within the grounded theory, were used as the main method of the research. Additionally, textual analysis of the official documents regulating online learning in Russia during the past 10 years was conducted. As a result of the study, both the factors that contribute to the effective work of teachers in the new format and the adaptive barriers that prevent teachers from adapting to the new format were revealed. The sustainable patterns of teachers' responses to these challenges were also considered.