This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers’ pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.

本文关注的是学校和教师在与 COVID-19 大流行相关的学校停课期间快速上线教学时如何处理新需求，我们将其视为紧急远程教学的一个例子。目的是让学校和教师在紧急远程教学中面临巨大压力时如何处理他们所面临的需求，以及高中教师在教学考虑中使用了哪些话语框架。在 2020 年 4 月至 2020 年 9 月期间，对 15 名历史、数学和瑞典语教师（每个科目各 5 名）进行了定期访谈，总共进行了 41 次访谈。分析中使用了叙事方法，结果显示了教师如何在可称为危机组织的情况下做出巨大努力来维持教学。确定了三个主要话语： (a) 强有力的评估话语；(b) 关系话语；(c) 补偿性话语。根据基于所谓的北欧模式和一所学校理念的教育政策，讨论了这些发现，并讨论了哪些可以教，哪些不能教。危机。