As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is especially the case for synchronous online learning through videoconferencing technology, an emergent and so far understudied form of online education. Based on a systematic literature review of 30 studies, this study identifies 24 competence clusters, which can be grouped into 5 teacher roles associated with synchronous online teaching through videoconferencing: the instructional, managerial, technical, communicational, and social role. This framework can act as a starting point for future research on this understudied topic and can also provide directions to support teachers’ professionalization and practice.

随着越来越多的教育机构提供在线课程，教师需要能够胜任这种新的教学方式。通过视频会议技术进行同步在线学习尤其如此，这是一种新兴且迄今为止尚未得到充分研究的在线教育形式。基于对 30 项研究的系统文献回顾，本研究确定了 24 个能力集群，这些能力集群可分为 5 个与通过视频会议进行同步在线教学相关的教师角色：教学、管理、技术、沟通和社会角色。该框架可以作为未来研究这一未充分研究课题的起点，也可以为支持教师的专业化和实践提供方向。