Mathematical Literacy, Thinking, and Teacher Self-Efficacy: A Latent Profile Analysis of Preservice Teachers' Competencies

Abstract

Professional competence is an important factor in determining the quality of teachers' education. A limited number of studies examine preservice teachers' professional competencies from a person-centered approach. The current study aims to identify latent profiles of preservice teachers' professional competencies. Data were collected from 545 preservice elementary mathematics teachers. The results showed significant relationships between self-efficacy in mathematical literacy, mathematical thinking, and teachers' self-efficacy in mathematical language. The findings revealed that preservice teachers were classified with three different profiles in professional competencies: low, medium, and high. The findings may help target preservice teachers in the risk group of professional competencies and develop programs that will enable them to develop these competencies.