TEACHERS AS STUDENTS: DUALITY AS PERCEIVED BY TEACHERS AND ASPECTS OF SELF-EFFICACY IN AN ONLINE ENVIRONMENT

Abstract

The success of online learning processes is linked to our ability to create strong motivation among teachers taking continuing education classes and teachers in their classrooms. Creating positive feelings and motivation to invest efforts in teaching and learning actions in teachers is depends on fostering teaching practices in areas related to the sense of belonging and feeling secure, self-efficacy and autonomy. The aim of this study was to identify how teachers perceive their abilities in online environment in different roles: as teachers and as Students The research was conducted among 48 teachers who participated in continuing education courses given online during the COVID-19 period. The research data were gathered by analyzing validated questionnaires. This research uses mixed methods. We conducted a quantitative analysis that included t-test. Distributions were checked and participants’ answers as teachers and as students were compared. The quantitative analysis shows that participants see themselves differently when answering as teachers and as students as far as related to the potential of an online environment and their ability to cope with it. By the qualitative findings we can see that personal experience positions participants’ answers as teachers and as students in different places. Some of the findings show that the ability to manage a class, promote students’ involvement through the using of teaching practices in an online environment and with the appropriate pedagogy are the factors that reflect the degree of the teacher’s self-efficacy and lead to constructive thinking that encourages teachers to develop understanding and performance promoting teaching practices.