The relevance of the problem is due to the need to systematize the professional problems of the teacher arising from the organization and implementation of the educational process in remote form. In the modern educational space, education along with traditional full-time forms can be carried out through e-learning, distance learning technologies implemented using information and telecommunication networks and resources (Federal Law of December 29, 2012 N 273). Moreover, the quality of education must comply with the requirements described in federal state educational standards. Mandatory conditions for the actualization of the educational process are measures to equip educational organizations with qualified teaching staff, their appropriate material and technical equipment and financial support (Order of the Ministry of Education and Science of Russia dated December 17, 2010). For the high-quality organization of the educational process in remote mode, pedagogical workers must meet the requirements of a professional standard, have a certain level of professional competence, and possess information technologies at a sufficient level (Professional standard, 2013). The article explores the experience of the Volga Region Center for Advanced Training and Professional Retraining the Institute of Psychology and Education of Kazan (Volga region) Federal University. The study was conducted among 318 teachers studying at the Volga Region Center for Advanced Training and Professional Retraining the Institute of Psychology and Education of Kazan (Volga region) Federal University. The conducted study made it possible to generalize and systematize the professional problems of the teacher arising in the organization and actualization of the educational process in the distance form, to reveal the level of readiness of teachers to distance learning, to determine the main directions for solving the problem. The results of the study can be used in the organization and actualization of distance learning, allow us to outline directions for overcoming professional problems and improving the information competence of the teacher. Research methods: theoretical (analysis, synthesis, concretization, generalization, analogy method), diagnostic (questioning, interviewing, testing), empirical (studying the experience of educational organizations, normative and educational documentation, pedagogical observation).

distance learning, professional difficulties, informational competence, professional problems, distant learning technologies