A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology

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