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Problem and purpose. The forced transfer of education during the COVID-19 pandemic to distance / mixed mode, demonstrating the possibilities of digitalization of education, at the same time showed that the diagnosis of teachers' difficulties, prompt and adequate support of their activities is the most important condition for ensuring the quality of implementation of basic educational programs and the educational results achieved by students. Purpose of the study: identifying the main difficulties of teachers in organizing distance / blended learning and substantiating the types of support for pedagogical activities in the context of digitalization of general education. Materials and methods. To identify the main difficulties of teachers in the implementation of distance / blended learning and popular types of support for pedagogical activities, an anonymous survey of 1,070 teachers from 76 regions of the Russian Federation was carried out using the questionnaire "Distance and blended learning: problems and opportunities". The results of the study indicate that teachers, regardless of age, work experience, qualification category, place of residence, experienced difficulties in organizing distance learning of a methodological, psychological, technical and logistical nature and needed adequate types of support. However, a significant proportion of the surveyed teachers did not receive any support (31% – material and technical, 24%-technical, 16% – methodological and 35% – psychological), or are not satisfied with the forms of its provision.  Conclusion. The results of the study confirmed the need to transform the support of pedagogical activity in the process of digitalization of general education, which should become mainly personalized, complex, combining various types and forms of its implementation.

Some aspects of methodological support of teachers in the conditions of digitalization of general education