Table 4.

Excerpt 1. Illustrations of iterational, non-tranformative agency manifestations.

Teacher statements	Indications of Activity and Constraint management
Resisting, Criticizing, Avoiding
a. ‘Some forms of education […] cannot be replaced with digital teaching in a satisfactory way.‘/Digital teaching and discussion of discipline-related problem can hardly become as good as physical f2f meetings between people’ b. In our field [name of field]; dialog and discussion are important. This is difficult digital. c. Students […] have not developed self-discipline to work more independently. d. ‘I have let the students do all this (au. online activity and communication), both now and in the past.’	Activity is reduced to minimum. Reliance on students to (self)organize (d). Negative posture about online teaching and its potential (a). Acknowledgment of difficulty in a ne without providing alternatives (b). Leaving responsibility to students to manage (d), placing responsibility on students for teaching that may not be working (c).
Teaching ‘as usual’
e. ‘We have a few lectures and student activity, problem solving and group work as usual’. f. ‘Attempted to do the same as otherwise, only digitally.’ g. ‘Used [software name] to post lectures … but there were a lot of problems and errors … ‘/‘Quiz feature in [software name] does not work completely.’	Teaching and learning activities are organized in regular fashion, same as in f2f settings (e,f). Replicating regular teaching, without adaptations (f) Use different digital software (known or new), experiencing difficulties and not initiating changes (g)