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The aim of the study is to analyze how the practice of teaching history in Swedish upper secondary school was impacted by the covid-19 pandemic. The study used qualitative interviews with five history teachers to gain an understanding about how they felt that the pandemic came to affect them and their teaching. 

To analyze the result the frame factor theory, and frame factory frames: pandemic and remote teaching have been used. 

The result of the study shows that online education and the pandemic effected most aspects of teaching, especially the social collaboration between students’ and students and their teacher. All five teachers reported that not being able to read their students’ body language and alertness during their lectures was an issue, since they were unable adapt their lesson after their students' needs. The teachers believe that these issues resulted in a lower quality learning environment. 

Remote teaching also increased the workload for teachers, especially when they needed to develop their technical skills to meet the demands of remote teaching. The teachers preferred to teach in classrooms with their students present, but they also saw the value in their own professional development during this challenging period. 

Despite the challenges, the teachers’ view of remote teaching is positive and they see several advantages with the tool. One example of this is that certain group of students that tend to stay at home and avoid school, performed better during remote teaching period. Another example is that teachers had an easier time having deeper and more meaningful conversations with their students. However, the main take away from the study is that the teachers recognize the importance of remote teaching as a tool in case something similar, like the covid pandemic, should occur in the future.