Investigation of Lifelong Learning Competency Beliefs of Preservice Teachers from Different Departments using Latent Class Analysis

In this study, lifelong learning competency beliefs of 1242 preservice teachers from four different departments at a state university in the west of Turkey were investigated using Latent Class Analysis (LCA). As a result, it was found that these beliefs consisted of four different homogeneous sub-gr...

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Bibliographic Details
Published in:Journal of higher education theory and practice 2018-07, Vol.18 (2), p.102-115
Main Authors: Aydin, Serhat, Selçuk, Gülenaz, Çakmak, Altan
Format: Article
Language:English
Subjects:
Academic achievement
Data Analysis
Education
Educational Strategies
Grade Point Average
Latent class analysis
Learner Engagement
Learning Strategies
Lifelong learning
Monte Carlo simulation
Preservice teachers
Students
Studies
Teacher education
Teachers
Teaching
Teaching Methods
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Summary:In this study, lifelong learning competency beliefs of 1242 preservice teachers from four different departments at a state university in the west of Turkey were investigated using Latent Class Analysis (LCA). As a result, it was found that these beliefs consisted of four different homogeneous sub-groups. Then the probabilities of preservice teachers from different genders, years of study, department, age, GPA, location, high school type, epistemological orientation and self-competency belief profiles to be in these significant sub-groups were determined. Senior and self-competent preservice teachers were foimd most likely to be in the "most competent group ".
ISSN:2158-3595
2158-3595
DOI:10.33423/jhetp.v18i2.550