This chapter discusses the challenges of online teaching faced by six English teachers in a state school in Romania in the context of the COVID-19 pandemic. As first-time action researchers, these teachers self-reflected on their challenges to make sense of their experiences as they transitioned from face-to-face to online teaching in a collaborative research self-study. Reflective practice is the conceptual framework within which the complexities and tensions of online teaching will be explored, as well as the process by which the authors have responded to the social and technological changes caused by the pandemic. Excerpts from the authors' voices highlight their personal views and experiences as online teachers. It is hoped that not only will this self-study reflection-in-action research provide some useful lessons regarding online teaching, but it will also showcase the benefits of collaboration and reflective practice and the action it led to.

This chapter discusses the challenges of online teaching faced by six English teachers in a state school in Romania in the context of the COVID-19 pandemic. As first-time action researchers, these teachers self-reflected on their challenges to make sense of their experiences as they transitioned from face-to-face to online teaching in a collaborative research self-study. Reflective practice is the conceptual framework within which the complexities and tensions of online teaching will be explored, as well as the process by which the authors have responded to the social and technological changes caused by the pandemic. Excerpts from the authors' voices highlight their personal views and experiences as online teachers. It is hoped that not only will this self-study reflection-in-action research provide some useful lessons regarding online teaching, but it will also showcase the benefits of collaboration and reflective practice and the action it led to.