This study identifies and validates distinct ethical-professional profiles among university faculty who train future teachers, using a multivariate approach. Gaussian Mixture Models (GMM) were applied to data from 411 faculty members in Spain and Mexico, identifying three profiles: strong ethical commitment (57.6%), moderate ethical commitment (32.9%), and low ethical commitment (9.5%). ANOVAs and Kruskal-Wallis tests revealed significant differences between profiles (all p < .001), with large effect sizes in ethical principles and attributes (η 2 = .508) and formative responsibility (η 2 = .423). Spearman correlations showed strong interrelations among ethical dimensions (e.g., Ethical Commitment ↔ Evaluative Ethics, ρ = .569), whereas teaching vocation displayed weak associations (ρ ≤ .22), suggesting a predisposing but insufficient role. Chi-square tests revealed significant associations with country ( p = .0005) and gender ( p = .009), but not with educational level. The results highlight the heterogeneity of ethical commitment within higher education and underscore the necessity for tailored faculty development initiatives. This research offers an empirical framework for addressing gaps in ethical training, aligning with international priorities regarding teacher professionalism. • GMM mapped heterogeneity in ethical-professional profiles among teacher educators. • Profiles contrasted mainly in values/attributes and formative responsibility. • Context markers (gender, educational level, country) helped locate profile variation. • Findings inform differentiated professional learning in teacher education.
Márquez-Pinedo et al. (Wed,) studied this question.