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All Journal Vidya Karya
Asmi Rusmanayanti
Lambung Mangkurat University Eötvös Loránd University, Hungary
Education

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Re-examining Pre-service EFL Teachers’ Readiness for Technology Integration: A TPACK Analysis in the Indonesian Context Asmi Rusmanayanti; Rusmansyah Rusmansyah; Nasrullah Nasrullah; Arief Ertha Kusuma
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25377

Abstract

The rapid expansion of digital technologies in education has renewed scholarly interest in how teachers conceptualize and enact technology integration. The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretically robust lens to comprehend the interconnected interaction among technology, pedagogy, and disciplinary knowledge. This study investigates Indonesian pre-service English as a foreign language (EFL) teachers’ self-perceived TPACK competencies and their readiness to integrate technology into future instructional practice. Using a quantitative design, a validated TPACK questionnaire was administered to 100 pre-service teachers. The findings demonstrated a familiar yet theoretically significant pattern: participants report strong technological knowledge but comparatively weaker pedagogical, content, and pedagogical-content knowledge. This imbalance suggests that technological familiarity alone does not translate into integrated professional competence. The study argues that TPACK development must be understood as a situated, iterative process shaped by institutional structures, epistemic beliefs, and disciplinary demands. Implications are offered for redesigning teacher education curricula to foreground epistemic integration rather than tool-centered training.      
Co-Authors Arief Ertha Kusuma Nasrullah Nasrullah Rusmansyah Rusmansyah