PRE-SERVICE TEACHERS’ TPACK MASTERY, PROFESSIONAL LEARNING COMMUNITY EXPERIENCES, AND TEACHING READINESS: A MIXED-METHODS STUDY

Abstract

This study investigated pre-service teachers’ levels of Technological Pedagogical Content Knowledge (TPACK), their experiences within Professional Learning Communities (PLCs), and their readiness to undertake teaching responsibilities during microteaching in an English language education program at a private university in Indonesia. It further examined participants’ perspectives on how TPACK competence and PLC engagement contributed to the development of their teaching readiness. Adopting a mixed-methods design, the study integrated quantitative questionnaire data with qualitative evidence obtained through semi-structured interviews. The quantitative results demonstrated relatively high levels of TPACK mastery (70.96%), PLC experiences (72.67%), and teaching readiness (72.11%). Qualitative analysis further revealed that participants perceived teaching readiness as an evolving process shaped by sustained teaching practice, intentional use of technology, collaborative engagement with lecturers and peers, and constructive feedback, although the nature of these experiences varied across individuals. Participants also viewed TPACK mastery and PLC participation as mutually reinforcing dimensions of professional preparation. While TPACK enabled them to design and implement technology-enhanced instruction, PLC engagement provided opportunities for reflection, feedback, peer interaction, and collaborative learning, which collectively enhanced their confidence and preparedness for teaching. These findings underscore the need to integrate technological competence, collaborative professional learning, and authentic teaching practice within teacher education programs to strengthen pre-service teachers’ preparedness for actual classroom contexts.