PRE-SERVICE TEACHERS’ TPACK MASTERY, PROFESSIONAL LEARNING COMMUNITY EXPERIENCES, AND TEACHING READINESS: A MIXED-METHODS STUDY
DOI:
https://doi.org/10.31851/dzyyjm22Keywords:
TPACK Mastery, Professional Learning Community, Teaching Readiness, Pre-service Teachers, Teaching PracticeAbstract
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.
References
Abraham, J., Ferfolja, T., Sickel, A., Power, A., Curry, C., Fraser, D., & Mackay, K. (2021). Development and validation of a scale to explore pre-service teachers’ sense of preparedness, engagement and self-efficacy in classroom teaching. Australian Journal of Teacher Education, 46(1), 1–23. https://doi.org/10.14221/ajte.202v46n1.1
Abraham, J., & Sickel, A. J. (2025). Testing the associations among pre-service teachers’ sense of preparation, readiness to engage in the profession, and self-efficacy for teaching: Validation of a causal framework. Education Sciences, 15(9). https://doi.org/10.3390/educsci15091215
Anandari, C. L., Suryaman, M., & Basikin, B. (2025). “Am I ready to teach?”: EFL pre-service teachers’ mental readiness to teach and implication for teacher education. LLT Journal: A Journal on Language and Language Teaching, 28(2), 809–827. https://doi.org/10.24071/llt.v28i2.12090
Ardi, P., Widiati, U., Suryati, N., & Wulyani, A. N. (2025). EFL pre-service teachers’ professional identity construction through reflective mentoring during teaching practicum. LLT Journal: A Journal on Language and Language Teaching, 28(1), 87–105. https://doi.org/10.24071/llt.v28i1.9601
Arya Wulandari, I. G. A. P., Wedasuwari, I. A. M., Wardana, I. K., Dewi Fajar, I. G., & Antara Jaya, I. G. (2025). Teaching Indonesian pre-service teachers’ pedagogical content knowledge abilities: Challenges and solution. Jurnal Ilmiah Pendidikan Profesi Guru, 8(1), 39–52. https://doi.org/10.23887/jippg.v8i1.92239
Aryani, S., & Nurhadi, K. (n.d.). Perceptions of cooperating teachers on pre-service teachers’ mentoring in teaching practicum: Empirical evidence from initial teacher education.
Cheng, C., & Zhao, J. (2023). The impact of professional learning communities on pre-service teachers’ professional commitment. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1153016
Cirocki, A., Anam, U., & Ramadhan, R. (2025). Indonesian pre-service EFL teachers’ readiness for developing learner autonomy: A mixed-methods case study. rEFLections, 32(2).
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Csanadi, A., Kollar, I., & Fischer, F. (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: Better together? European Journal of Psychology of Education, 36(1), 147–168. https://doi.org/10.1007/s10212-020-00467-4
Destiana, B., Priyanto, P., Walipranoto, P., & Irfan, R. (2022). Development and validation of a TPACK instrument for preservice teachers in the Faculty of Engineering UNY. Elinvo (Electronics, Informatics, and Vocational Education), 6(2), 183–193. https://doi.org/10.21831/elinvo.v6i2.44301
Dimyati. (2018). Pengaruh professional learning community terhadap pengembangan profesi guru pada Madrasah Aliyah Negeri di Provinsi Lampung.
Dwi Susanti, Y., Wahyuni, S., Sakhiyya, Z., Utara, K., & Pascasarjana UNNES, K. (2023). Unraveling EFL pre-service teachers’ TPACK through self-report data. English Education Journal. http://journal.unnes.ac.id/sju/index.php/eej
Ekawati, Y. N., & Prihatini, F. (2025). Exploring pedagogical reflection through video-based peer review in EFL microteaching. English Focus, 9(1). https://doi.org/10.24905/efj.v9i1.206
Ferguson, S., & Sutphin, L. (2022). Analyzing the impact on teacher preparedness as a result of using Mursion as a risk-free microteaching experience for pre-service teachers. Journal of Educational Technology Systems, 50(4), 432–447. https://doi.org/10.1177/00472395211067731
Floriasti, T. W. (n.d.). Analysis of online discussion forum in constructing English language skills through collaborative learning of preservice teachers in Indonesia. MEXTESOL Journal, 47(1).
Girgin, D., & Akcanca, N. (2022). The readiness of primary and preschool pre-service teachers for teaching profession in Turkey: A mixed methods research. International Journal of Contemporary Educational Research, 8(2), 98–117. https://doi.org/10.33200/ijcer.750217
Glock, S., & Pit-ten Cate, I. M. (2021). What’s in a diagnosis: The effect of externalizing and internalizing students’ behaviour on pre-service teachers’ classroom management and interaction strategies. British Journal of Educational Psychology, 91(4), 1185–1201. https://doi.org/10.1111/bjep.12412
Hardanti, P., Murtinugraha, R. E., & Arthur, R. (2024). Studi literatur: Pemanfaatan pendekatan TPACK (technological, pedagogical, and content knowledge) pada pengembangan e-modul pembelajaran. Jurnal Teknologi Pendidikan, 1(3), 11. https://doi.org/10.47134/jtp.v1i3.307
Hastomo, T., Mandasari, B., & Widiati, U. (2024). Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools. Journal of Education and Learning, 18(4), 1572–1581. https://doi.org/10.11591/edulearn.v18i4.21644
Maolida, E., Sofarini, A., & Salsabila, V. A. (2026). The interplay of reflection and collaboration in flipped classes to nurture EFL pre-service teachers’ TPACK development. Indonesian EFL Journal, 12(2), 643–658. https://doi.org/10.25134/ieflj.v12i2.82
Marlina, R., Suwono, H., Yuenyong, C., Ibrohim, I., & Hamdani, H. (2023). Reflection practice in microteaching: Evidence from prospective science teachers. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 95–111. https://doi.org/10.24042/tadris.v8i1.15846
Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009–3026. https://doi.org/10.1007/s10639-020-10399-7
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Murphy Odo, D. (2023). Perceptions of preservice English teachers regarding peer reaction video feedback on their microteaching. SAGE Open, 13(4). https://doi.org/10.1177/21582440231210652
Ningtyas, P. I. A., Sahiruddin, Hamamah, & Endrayanto, N. (2024). Profiling the TPACK level of Indonesian pre-service teachers (pp. 600–610). https://doi.org/10.2991/978-94-6463-525-6_67
Özcan, E., & Yüksel, H. G. (2022). Investigating the perceptions of preservice teachers on collaborative in-situ microteaching. English Language Teaching Educational Journal, 5(3), 157–168. https://doi.org/10.12928/eltej.v5i3.7379
Özonur, M., & Kamışlı, H. (2019). Evaluation of pre-service teachers’ views related to microteaching practice. Universal Journal of Educational Research, 7(5), 1226–1233. https://doi.org/10.13189/ujer.2019.070508
Purwanti, E., & Suhargo, G. I. (2024). Enhancing pedagogical competencies in pre-service teachers through microteaching: A qualitative study. Indonesian Journal of Learning and Instruction, 7(1). https://doi.org/10.25134/ijli.v7i1.9553
Rismayani, Mavianti, & Lestari, F. (2021). The effect of teaching readiness on teacher performance in the new normal era (case study: MTs Swasta YAPI Aek Songsongan). Proceeding International Seminar on Islamic Studies, 2.
Sari, V. D. A., & Binawan, H. (2025a). A study on professional learning community (PLC) methods for enhancing pre-service English teachers’ quality in TPACK. Journal of English Language and Education, 10(6), 629–641. https://doi.org/10.31004/jele.v10i6.1738
Sari, V. D. A., & Binawan, H. (2025b). A study on professional learning community (PLC) methods for enhancing pre-service English teachers’ quality in TPACK. Journal of English Language and Education, 10(6), 629–641. https://doi.org/10.31004/jele.v10i6.1738
Siswanto, S., Muhson, A., Rosidah, R., & Wibawa, E. A. (2022). The teaching readiness of pre-service teachers from the economics and business education programs. Jurnal Cakrawala Pendidikan, 41(3), 676–687. https://doi.org/10.21831/cp.v41i3.50016
Sofwan, M., Habibi, A., & Yaakob, M. F. M. (2023). TPACK’s roles in predicting technology integration during teaching practicum: Structural equation modeling. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050448
Sudarman, Astuti, R. F., Riyadi, R., & Ellyawati, N. (2024). Optimizing blended experiential learning model in the implementation of microteaching to improve teaching skills for pre-service teachers. Jurnal Edutech Undiksha, 11(2), 210–220. https://doi.org/10.23887/jeu.v11i2.60048
Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif dan R&D.
Tanjung, F. Z., Musthafa, B., & Wirza, Y. (2021). Voice of EFL mentor teachers: Mentorship for mutual professional development. Studies in English Language and Education, 8(3), 986–1005. https://doi.org/10.24815/siele.v8i3.20401
Tiainen, O., & Lutovac, S. (2024). Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection. European Journal of Teacher Education, 47(4), 676–694. https://doi.org/10.1080/02619768.2022.2122807
Umar, M. S., Damopolii, M., Nur, F., & Suharti, S. (2021). The effect of mastering pedagogical competence on the prospective elementary school teachers’ teaching readiness. Al Ibtida: Jurnal Pendidikan Guru MI, 8(1), 80–92. https://doi.org/10.24235/al.ibtida.snj.v8i1.7211
Yudiana, D., Iriani, T., & Murtinugraha, R. E. (2024). Analisis kemampuan technological, pedagogical and content knowledge (TPACK) calon guru vokasional pendidikan teknik bangunan. Jurnal Teknologi Pendidikan, 1(3), 11. https://doi.org/10.47134/jtp.v1i3.331
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Maria Mektildis Sura Karoko, Valentina Dyah Arum Sari
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
