Australian Journal of Teacher Education - Vol 48 - Issue 9 - Article 1 - Latent Profile Analysis of Null Curriculum Concerning 21st-Century Skills in Teacher Education

Oct 15, 2026

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Using a cross-sectional survey design, this study explored latent profiles of 247 in-service and 459 pre-service teachers’ perceptions of omitted or neglected components of teacher education programs in Türkiye regarding 21st-century skills. Both groups completed a null-curriculum questionnaire to assess 21st-century skills. Preliminary analyses showed the questionnaire’s factor structure had good fit for both samples and was invariant across groups and gender. Latent profile analysis identified three in-service profiles and four pre-service profiles, with limited cross-sample comparability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

21st-century skills demand and curriculum objectives

Slow implementation and barriers for teachers

Need for support and professional development

Abstract

Keywords

Australian Journal of Teacher Education | Volume 48 Issue 9 | Article 1 | | --- | --- | | 2023
“To Be or Not To Be Neglected”: Latent Profile Analysis of Null Curriculum Concerning 21st-Century Skills in Teacher Education
Güler Çetin
Bolu Abant Izzet Baysal University
Altay Eren
Bolu Abant Izzet Baysal University
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Teacher Education and Professional Development Commons | | Recommended Citation Çetin, G., & Eren, A. (2023) .“To Be or Not To Be Neglected”: Latent Profile Analysis of Null Curriculum Concerning 21st-Century Skills in Teacher Education. Australian Journal of Teacher Education, 48(9) . [https://doi.org/10.14221/1835-517X.6213](https://doi.org/10.14221/1835-517X.6213) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss9/1](https://ro.ecu.edu.au/ajte/vol48/iss9/1) “To Be or Not To Be Neglected”: Latent Profile Analysis of Null Curriculum Concerning 21st-Century Skills in Teacher Education Güler Çetin Altay Eren Bolu Abant Izzet Baysal University, Türkiye Abstract: Using a cross-sectional survey research design, this study explored the latent profiles of 247 in-service and 459 pre-service teachers’perceptions ofthe omitted or neglected parts of teacher education programs in Türkiye regarding 21st-century skills, with the intention of examining whether these profiles substantially differed between the in-service and pre-service teacher samples. Both groups were asked to respond to a null curriculum questionnaire for 21stcentury skills. Preliminary analyses revealed that the factor structure of the questionnaire had a good fit for both in-service and pre-service teachers’ data and was invariant across samples and gender. Based on the results of the latent profile analyses, three profiles (the fully omitted/neglected 21st-century skills profile, the moderately omitted/neglected 21st-century skills profile, and the well-captured 21st-century skills profile) were identified among in-service teachers. Conversely, four profiles were identified among pre-service teachers (the highly omitted/neglected 21st-century skills profile, the fully omitted/neglected 21st-century skills profile, the moderately captured 21st-century skills profile, and the fully captured 21st-century skills profile). The results showed that, with one exception (i.e., the fully omitted/neglected 21st-century skills profiles), the characteristics of these profiles were not comparable across the two samples. Keywords: Null curriculum; 21st-century skills; teacher education; latent profile analysis; teachers Introduction Current scientific and technological advances affect almost all aspects of human life, necessitating individuals to acquire sophisticated information and create comprehensive knowledge to elucidate complex individual, social, and global problems, such as ecological issues (e.g., Chu et al., 2017). These demands increasingly lead individuals to cultivate a wide variety of skills, including creativity and innovation, in accordance with the characteristics of the 21st century (Voogt & Roblin, 2012) . Developing such skills, often referred to as ‘21st-century skills ’ (Chalkiadaki, 2018; Scott, 2015; Voogt & Roblin, 2012), in students is a prominent educational concern in many countries around the globe (Care et al., 2016; Reimers, 2021; Rotherham & Willingham, 2009; Scott, 2015) . Therefore, current education systems in general, and school programs in particular, strive to better address the complex nature of 21st-century skills and respond to the diverse learning needs of students accordingly (Dishon & Gilead, 2020). This inevitably requires policymakers and curriculum specialists to consider and reconsider the objectivesand content of edu

FAQs

What research design was used in the study?

The study used a cross-sectional survey research design. Teachers’ perceptions were assessed through a null-curriculum questionnaire.

How were teacher participants grouped in the analysis?

The analysis compared perceptions from 247 in-service teachers and 459 pre-service teachers in Türkiye. Both groups responded to the same questionnaire for 21st-century skills.

What latent profiles were identified among in-service and pre-service teachers?

Among in-service teachers, three profiles emerged: fully omitted/neglected, moderately omitted/neglected, and well-captured 21st-century skills. Among pre-service teachers, four profiles emerged, including highly omitted/neglected and fully omitted/neglected, plus moderately and fully captured profiles.

Oct 15, 2026

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