Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and subject-specific ways of using technologies

The role of teacher characteristics for technology integration received increased attention, but focused primarily on motivational characteristics, although knowledge may influence instructional practice. In this study, we analyze subject-specific motivational and cognitive characteristics of N = 234 pre-service and in-service teachers for secondary mathematics using latent profile analysis. We identify five profiles characterized by specific configurations of cognitive and motivational variable