Perceptions Of School Teachers Research Articles

TEFL Students' Perceptions of Native and Non-Native EFL School Teachers and University Lecturers: A Case Study

The idea that non-native English-speaking educators are less competent than their native English-speaking counterparts when teaching language is propagated by the language ideology known as native-speakerism. The dichotomy between these two teacher groups has been addressed in various parts of the world but not in the Armenian context. This study investigates graduate students' perceptions of native/non-native EFL school teachers and faculty at an English medium university in Armenia. Collected Data shows that native and non-native educators were both viewed as meeting students' needs and providing helpful instruction. While preferences for natives were mainly in pronunciation and vocabulary, non-native lecturers, specifically local Armenians, were favored in affective areas. However, a novel finding in this investigation was the confusion over the native speaker term. The study concludes by recommending some academic implementations to offer these in- and pre-service teachers a more nuanced knowledge of the constructs involved.

Two Approaches to School Counseling as a Profession: From Boundaries to Core

The literature on school counseling as a profession has emphasized the classic boundaries approach, which perceives the profession's jurisdiction as a product of a power struggle for a distinct uniqueness. This paper aims to provide an alternative approach, in line with current approaches to professions. The author establishes a core-characteristics approach, highlighting the profession's core character as its source of legitimacy, encouraging continuous education and adapting to dynamic contexts. This mixed-methods study investigated the perceptions of school counselors and teachers regarding the status and sources of the counselor's legitimacy. The findings show that school counselors were recognized as influential professionals, and their main source of legitimacy was deemed to be character attributes, more than knowledge and education. Differences in perceptions were found vis-à-vis the profession's multi-specialist contexts. Further examining the core characteristics of the profession may enhance its legitimacy and help it thrive.

Analysis Of Elementary School Teachers Perceptions Regarding The Implementation Of The Independent Curriculum

The changing curriculum makes it difficult for teachers to carry out evaluations which are too complicated and lack facilities to support the learning process.This change feels confusing for teachers. This research uses a qualitative descriptive methodology with a case study type of research which is an attempt to describe and analyze a particular example. Even though case studies are usually specific, this does not prevent their application in a larger social context. The subjects in this research were 5 teachers at UPT SD Negeri 110 Gresik to find out the teachers' opinions or points of view regarding the implementation of the Merdeka curriculum at UPT SD Negeri 110 Gresik. From the results the researcher found that teachers still face obstacles in implementing the Merdeka curriculum, namely (1) there are still Some teachers are still confused about preparing teaching modules (2)There are still many teachers who experience difficulties in organizing summative assessments.(3.) The solution to these obstacles is that further investigation is needed to create an action plan that has the potential to overcome the obstacles faced by educators in implementing the Independent Curriculum.. The benefit of this research is knowing teachers' perceptions regarding the preparation, implementation and evaluation of the independent curriculum.

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

Implementation the School Literacy Movement (GLS) within an Independent Curriculum for Lower Primary School Grades

Purpose: This research aims to explain the status of the implementation of the School Literacy Movement (GLS) within the framework of the independent curriculum in the lower classes of SDN Curahgrinting 3 Probolinggo. Methods: This research uses qualitative research methods. This study focuses on the perceptions of school principals, teachers, and students regarding the implementation of GLS, as well as teachers' strategies for overcoming related challenges. The five subjects examined included the school principal, class I and II teachers, and class I and II students. Data collection was carried out through observation, interviews and documentation, then analyzed through data reduction, presentation and verification. Results: The findings show that the implementation of GLS at SDN Curahgrinting 3 Probolinggo, especially in classes I and II, is in the habituation and development stage. Evaluation strategies primarily include formative evaluation and open communication with students and parents. Conclusion: The habituation stage is carried out with activities that last 30 minutes to one hour, establishing a reading corner, and providing additional classes. Furthermore, during the development stage, communal reading activities in the classroom and library. This research highlights the evolving nature of GLS integration in the independent curriculum. These insights contribute to understanding the direction and implications of implementing GLS in primary education, as well as guiding future initiatives in the promotion of literacy within an educational framework.

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

Where is ocean literacy in oceanic islands’ schools? The Azores case

Human life on Earth is possible and sustained mainly due to the ocean’s services that regulate the air we breathe, the climate and weather, and provide water and food. Moreover, the global economy and the regional incomes are based mainly on the resources, energy, transport and navigation, fisheries and aquaculture, tourism, and leisure, provided by the oceans. Ocean omnipresence in our lives is expected to be even more striking in ocean islands like the Azores Archipelago, but is this the case? This study explores the perception of Azorean school teachers on ocean literacy. This study aims to evaluate how ocean-related themes are incorporated into regular teaching activities and how Azorean schools are educating students to become environmentally responsive regarding ocean sustainability. Targeting SDG 14, an online questionnaire was sent to all public schools in the archipelago and distributed to teachers during the 2021/22 school year. A total of 426 answers from a potential target population of 5502 teachers were accepted as valid. We found that the teaching community has a generalised awareness of ocean literacy, which is not reflected in the pedagogical practice, as 58% of the respondents do not integrate ocean-related themes into their activities. Moreover, most schools in the archipelago are not integrated into ocean literacy projects. The results highlight the need to incorporate ocean themes in official curricula and manuals and develop easy-to-access ocean-related learning materials to ensure the ocean’s environmental sustainability.

Impact of Boko Haram Insurgency on Educational Infrastructure Development in Potiskum Local Government Area, Yobe State, Nigeria: A Perception Study

Security threat is a phenomenon that is currently drawing the attention of everybody across the globe. However, the activities of Boko Haram insurgency in north-eastern Nigeria in recent time have significantly affected educational activities in the region. This paper focused on the Perception of secondary school teachers on the impact of Boko Haram insurgency on Government Senior Secondary School Infrastructure development in local Government in Potiskum, Yobe State. The study adopted survey research design. The population of the study comprised all teachers and school administrators in Government Senior Secondary Schools in Potiskum which amounted to 729. Samples of 248 respondents were randomly selected from the population. Questionnaire designed along a Likert scale was used for data collection. The data collected were analysed using both descriptive and inferential statistics, the descriptive statistics used include; mean, standard deviation and percentage, while graphs and charts were used to present the data. The Inferential statistics used was Paired-tTest. The findings of the study revealed that, Boko Haram insurgency has negatively affected the school infrastructure in Government Senior Secondary Schools in Potiskum. Besides, the hypotheses tested at 5% were significant (sig-v. >P = 0.05). The study thereby concluded that, infrastructures, in Government Senior Secondary Schools in Potiskum have been affected by activities of Boko Haram. Finally, the study recommended that, government should make provision for infrastructures destroyed by Boko Haram insurgency. Keywords: Boko Haram, Security threat, Perception, insurgency, infrastructure

Pre-service elementary school teachers' perceptions of using technology in education: focusing on self-efficacy and challenges

Objectives The purpose of this study is to investigate the perceptions of pre-service elementary school teachers about education using technology, based on examining both their self-efficacy and the challenges they face when conducting technology-based classes.
 Methods A total of 120 participants were asked to complete a survey including twenty closed-ended questions and one open-ended question. Descriptive statistical analysis was conducted using the IBM SPSS statistics software to scrutinise the participants’ level of self-efficacy for technology-based education. Regarding the responses of challenges and barriers pre-service elementary school teachers’ would experience while incorporating technology into the class, all the narrative data was examined.
 Results The findings showed that overall, pre-service elementary school teachers seem to have confidence in using technology in classrooms for students in the future, and to feel comfortable if they employ technology during the class. However, they are not confident to appropriately use computer terminology during the lesson and to evaluate proper softwares for teaching and learning. In addition, concerning the challenges that teachers may face during the technology-based class, the difficulties were divided into three categories: teachers-related, students-related, and other types of difficulties including technical issues.
 Conclusions Based on the findings, discussion and suggestions on the development of pre-service elementary school teachers’ self-efficacy for technology-based education and on the improvement of their technology competence were presented.

Employees' Perception of the Contributory Pension Scheme (CPS) and Its Implementation Effectin Malawi’s Shire Highlands Education Division.

There have been dynamics in the pension systems globally which have witnessed various countries embracing the pension reforms within their Pension Scheme arrangements in respective jurisdictions. This evolution compelled Malawi to introduce the Contributory Pension Scheme (CPS) in 2011, targeting all employees, but received it with mixed feelings. This study purposed to establish public secondary school teachers’ perception of the CPS and its implementation effect. The study was guided by three objectives which were; to assess secondary school teachers’ knowledge levels of the CPS; to describe the perception of secondary school teachers about the CPS, and to establish factors that influence secondary school teachers’ perception of the CPS. A mixed method approach was used with questionnaires and scheduled interviews as data collection tools. Slovin’s formulae was used to derive the sample size of 240 employees from the 2000 target population. Purposive and random sampling were used as sampling techniques in which 240 were targeted for questionnaire administration on drop-and-pick-basis, while 5 respondents were selected purposively for qualitative data collection through scheduled interviews. Descriptive statistics was used to analyze quantitative data using SPSS V25 while qualitative data was firstly organized, reviewed and later themedfor content analysis. The response rate was 90.8%. The study results show that secondary school teachers’ knowledge levels of the CPS are low as indicated by 50% of the respondents. Similarly, 57% stated that they do not accept the CPS as a replacement to Defined Benefit Pension Scheme (DBPS) owing to the haphazard manner in which it was implemented with a strong perception that it was devoid of stakeholder consultation / engagement.On the other hand, 62% stated that they did not receive required scheme transaction and funds information of the new pension scheme as a major factor for the none acceptance, contrary to the aspirations of the Agency-Principal Theory. To this effect, the study concluded that despite the many merits of the CPS, employees are lacking some basic information on how their contributions are made, kept, and the pre-retirement utilization of the same by the Administrative Managers. Therefore, the study strongly recommends a paradigm shift in the management and administration of the scheme, by among others, entrenching principles of corporate governance of being transparent, accountable, ethical, responsible, and responsive to the primary stakeholders’ information needs from government and Administrators / Managers of the scheme in the manner of handling the funds on behalf of the pensioners as the same has implications on employees’ work motivation. There must be intentional communication to all pensioners in raising awareness of all activities related, and /or incidental to the pension scheme in order to demystify all misconceptions and negative publicity of funds misuse by the Administrators and Managers.

Perceptions of Schoolteachers About Teledentistry Use in Makkah City

Perceptions of Schoolteachers About Teledentistry Use in Makkah City

Exploring Private School Teachers’ Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

Determining Digital Literacy Levels of Primary School Teachers

The primary purpose of this research was to determine the digital literacy proficiency perceptions of primary school teachers working in Eskisehir and compare them based on certain variables. The mixed method was used as a research method; the data were collected using the Digital Literacy Assessment Scale developed by Acar (2015) for quantitative findings and in-depth interviews for qualitative results. The quantitative study group consisted of 733 primary school teachers. In the qualitative dimension of the research, there were data from 7 primary school teachers who agreed to fill out the structured interview form and then take part in an in-depth interview. Quantitative data of the study were analyzed using SPSS software. Qualitative data were analyzed with the descriptive analysis method and interpreted according to their relationship with the research questions. The result showed that the primary school teachers perceive themselves as highly sufficient in regard to the different competence areas of digital literacy and that they dominate these competence areas to a great extent. There were significant differences between the digital literacy levels of the primary school teachers and their age, gender, educational status, seniority in the profession, personal computer possession, constant internet connection, technologies/practices used in education, and technological education. However, the grade level taught was not an influential factor in their digital literacy levels. Moreover, in-service training should be organized to provide digital literacy, using Web 2.0 tools, and integrating technology into the classroom environment, starting with those who have more service than their years of seniority in the profession.

Perceptions of pre-service elementary school teachers toward education for sustainable development through character education

This study aims to explore the perceptions of pre-service elementary school teachers towards the concept of education for sustainable development through character education. This study is a descriptive research in which the object of research is 142 pre-service elementary school teachers at one of the universities in Surabaya, Indonesia. Data were collected through a questionnaire consisting of 6 structured questions and 1 open-ended question that was distributed through Google form. The data obtained were analyzed by descriptive statistics. Based on the results of data analysis, most of the respondents agreed that education for sustainable development through character education is very important in primary schools Introduction. In addition, aspects that need to be considered in implementing education for sustainable development through character education are the formation of attitudes and values, environmental awareness, social skills development, and holistic learning experiences.

A study on challenges and perceptions of schoolteachers towards online classes during COVID 19 pandemic

Introduction: India, with its massive population, witnessed a surge in COVID-19 cases leading to a nationwide lockdown, profoundly affecting the education sector. The closure of schools for an extended period exacerbated the learning gap among students, prompting a swift transition to online education. This abrupt shift posed challenges for teachers unfamiliar with e-learning methods, necessitating a paradigm shift in teaching approaches. While virtual classrooms introduced logistical hurdles, they also spurred innovations like state-run education TV channels and doorstep education schemes. Materials and Methods: Ethical clearance was obtained, and a mixed-method survey was conducted among government and private school teachers in Western Tamil Nadu, using online platforms. The questionnaire covered teaching styles, online teaching difficulties, impact on physical well-being, gadget usage, and more. Data from 44 participants were analyzed using SPSS version 27, employing descriptive statistics, Chi-square tests, and Mann-Whitney U tests. Results: Of the 44 participants, 84.1% were females, and 61.4% were above 40 years. A majority (95.4%) taught in private schools, and 70.4% taught state board syllabus. While 72.7% spent 0-2 hours daily on online classes, 88.6% preferred live online classes. Network issues (75.7%) were the primary difficulty faced, and 56.8% felt the need for technology training. Health-wise, 47.7% spent 6-10 hours on gadgets, and 90.9% invested in gadgets for online classes. Conclusion: The study identified age-associated perceptions in schoolteachers regarding online teaching challenges but found no significant association between age and health issues due to increased screen time.

A Possible Nocebo Effect in Children Following the Flint Water Crisis: Evidence From Schoolteacher Perceptions and Neuropsychological Evaluations

A Possible Nocebo Effect in Children Following the Flint Water Crisis: Evidence From Schoolteacher Perceptions and Neuropsychological Evaluations

Examining the Relationship between 21st Century Skills and Individual Career Management Perceptions of Secondary School Teachers

Araştırmanın amacı, ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları arasındaki ilişkiyi incelemektir. Ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu, mezuniyet durumu gibi değişkenler açısından karşılaştırılmıştır. Bu bakımdan araştırma betimsel nitelikli ilişkisel tarama araştırmasıdır. Araştırmanın verileri, 2020-2021 eğitim öğretim yılında 301 öğretmenden toplanmıştır. Katılımcılar amaca uygun örneklem yöntemiyle belirlenmiştir. Araştırmanın verileri “Kişisel bilgi formu”, “21. Yüzyıl becerileri yeterlik algısı ölçeği” ve “Bireysel kariyer yönetimi gerçekleştirme düzeyi ölçeği” ile toplanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, bağımsız gruplar için t testi, tek yönlü varyans analizi ve korelasyon analizi kullanılmıştır. Araştırma sonucunda, Ortaokul öğretmenlerinin 21. Yüzyıl becerilerine yönelik algıları yüksek düzeyde olduğu, 21. Yüzyıl becerilerinin alt boyutlarından öğrenme ve yenilenme becerilerine yönelik algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmanın olmadığı, yaşam ve kariyer becerileri ve bilgi, medya ve teknoloji becerileri alt boyutuna yönelik algıları ise cinsiyet, yaş, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmazken mesleki kıdem değişkenine göre farklılaşmanın olduğu görülmüştür. Ortaokul öğretmenlerinin bireysel kariyer yönetimi algıları yüksek düzeyde olduğu, Bireysel kariyer yönetiminin alt boyutlarından bireysel kariyer planlama ve bireysel kariyer geliştirmeye yönelik algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmamaktadır. bireysel kariyer yönetimi genel puanı cinsiyet, yaş, mesleki kıdem, branş ve mezun olunan fakülte değişkenine göre farklılaşmazken eğitim durumu değişkenine göre farklılaşmaktadır. bireysel kariyer motivasyonu alt boyutuna yönelik algıları cinsiyet, yaş, mesleki kıdem, branş ve eğitim durumu değişkenine göre farklılaşmazken mezun olunan fakülte değişkenine göre farklılaşmaktadır. Ayrıca ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları arasında pozitif yönde yüksek düzeyde anlamlı bir ilişkinin olduğu sonucu bulunmuştur.

Perceptions of Vocational High School Teachers on Organizational Commitment: Malatya Example

This research tries to determine the perceptions of vocational high school teachers about organizational commitment. In this context, it is aimed to determine the internal and external factors affecting the organizational commitment of vocational high school teachers and to determine the effects of administrators on teachers' organizational commitment. The universe of the research consists of teachers working in vocational high schools in Battalgazi and Yeşilyurt districts of Malatya. 21 teachers working in the same districts participated in the research. The Phenomenology design of qualitative research was used as the research method. The data were collected with a semi-structured interview form with 4 questions aiming to reveal the internal and external factors affecting the organizational commitment of vocational high school teachers and analyzed with descriptive analysis technique.
 In the results of working; It has been determined that the school management's attitude, the harmony of the teacher staff and the school branch harmony come to the fore among the in-school factors affecting the commitment. While the culture lesson teachers talk about the disadvantages they experience in vocational high school due to their branches; on the other hand, vocational course teachers emphasized the advantages of their branches. While it was determined that the most positive factors affecting the teachers' commitment levels out of school, social activities, related parents and the positive image of the school outside, it was determined that individual problems arising from their private lives, financial dissatisfaction and loss of professional reputation also negatively affected their commitment. of teachers; It has been determined that the situation they expect the most from school administrators and senior management is to be valued. In addition, it was concluded that teachers and administrators should always have a positive view of events.

Moroccan EFL High School Teachers' Attitudes and Perceptions towards Critical Thinking Skills: Kenitra's Directorate as a Case Study

Critical thinking, as a 21st century skill, has become a pertinent skill in modern education. Critical thinking was first debated by Greek philosophers, namely Plato and Socrates. Moroccan educators believe that critical thinking needs to be included in educational curricula. Within this framework, the aim of this study is to investigate Moroccan EFL teachers’ perceptions and attitudes towards critical thinking skills in Moroccan school. The sample of the study consisted of 25 male and female EFL teachers who filled out an adopted questionnaire in Moroccan public schools, specifically in Kenitra’s directorate in the academic year 2022/2023. This study is categorized within the pragmatic worldview. It adopts a mixed-methods design that implements both quantitative and qualitative techniques to gather and analyse data. This research’s philosophy choice is based on a justified and grounded theory. Quantitative and qualitative data obtained from 55 EFL teachers from different high schools that belong to Kenitra’s directorate have been completely used to investigate and explore EFL teacher’s perceptions and attitudes towards Critical Thinking significance in Moroccan high schools. Findings show that Moroccan teachers perceive critical thinking as of paramount significance in EFL classrooms. Clearly, respondents literally held positive attitudes towards critical thinking skills. Yet, they believe that teachers should receive more training in this regard, and EFL textbooks need to include tasks and activities that stimulate students to learn the core skills of critical thinking. This study has many pedagogical implications, among which are the indoctrination of critical thinking skills in students and the assurance of quality education at the tertiary level.

Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training

This study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers’ perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pre-test was applied to the study group, “CT Skills Training” was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.