In this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

在本文中，我们研究了 2020 年全球大流行对不同层次教育系统的影响，特别是关注教学实践的变化。突发卫生事件导致学校停课，在线远程教育成为临时解决方案，这让许多第一次接触在线教育的教师感到不适。在我们的研究中，我们调查了两个重要方面，即技术的使用方式以及新发现的距离对师生关系的意义。这篇文章提供了对瑞士沃州地区小学、职业和高等教育级别的 41 名教师报告的锁定教学经验的见解。这项比较定性研究为深入分析三个截然不同的教育水平的主要异同提供了机会，并有可能更多地了解教学中常见的应对做法。该研究有助于缺乏对不同教育水平的教师经验的比较研究。结果显示了处理锁定危机的两个方面：掌握数字工具和师生互动的重要性。虽然受访教师在很大程度上克服了掌握数字工具的挑战，但优化互动质量和确保在线交易存在仍然是一个问题。这表明社会方面在各级教育中的重要性，