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 variables. This extends previous analyses showing consistent levels of only motivational characteristics within each profile. Profile membership is significantly related to how often teachers report using technology specifically for mathematics, but not to how often they use technology in a generic way. • Identified five profiles of teachers with differing knowledge and motivation • Including cognitive characteristics beyond motivation has an added value • Profiles reveal different needs of teachers for professional development • Profiles differ in their use of mathematics-specific technology in classrooms • Research on technology use should differentiate between different technology types