Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis

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dc.contributor.authorArslan, Okan
dc.contributor.authorÇelikdemir, Kübra
dc.contributor.authorHaser, Çiğdem
dc.contributor.organizationfi=opettajankoulutuslaitos (Rauma)|en=Department of Teacher Education (Rauma)|
dc.contributor.organization-code1.2.246.10.2458963.20.99310884848
dc.converis.publication-id498892147
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/498892147
dc.date.accessioned2026-01-21T14:57:21Z
dc.date.available2026-01-21T14:57:21Z
dc.description.abstract<p>Mathematics-related teacher identity significantly impacts quality of teaching, yet research often relies on small samples and single group studies. This study examined identity profiles of 822 preservice teachers in Türkiye from elementary education and middle school mathematics programs. Latent class analysis of open-ended responses across five indicators (beliefs, self-efficacy, emotions, motivation, self-image) revealed three profiles. Profile 2 showed the most positive indicators, Profile 3 the least, and Profile 1 the moderate. Chi-square analysis indicated that Profile 2 included mostly preservice middle school teachers, while Profile 3 included preservice elementary teachers. Findings highlight the need for differentiated support in teacher education.<br></p>
dc.embargo.lift2028-07-17
dc.identifier.eissn1879-2480
dc.identifier.jour-issn0742-051X
dc.identifier.olddbid213917
dc.identifier.oldhandle10024/196935
dc.identifier.urihttps://www.utupub.fi/handle/11111/56134
dc.identifier.urlhttps://doi.org/10.1016/j.tate.2025.105159
dc.identifier.urnURN:NBN:fi-fe202601215887
dc.language.isoen
dc.okm.affiliatedauthorHaser, Çiğdem
dc.okm.discipline516 Educational sciencesen_GB
dc.okm.discipline516 Kasvatustieteetfi_FI
dc.okm.internationalcopublicationinternational co-publication
dc.okm.internationalityInternational publication
dc.okm.typeA1 ScientificArticle
dc.publisherElsevier
dc.publisher.countryUnited Kingdomen_GB
dc.publisher.countryBritanniafi_FI
dc.publisher.country-codeGB
dc.relation.articlenumber105159
dc.relation.doi10.1016/j.tate.2025.105159
dc.relation.ispartofjournalTeaching and Teacher Education
dc.relation.volume165
dc.source.identifierhttps://www.utupub.fi/handle/10024/196935
dc.titleMathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis
dc.year.issued2025

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