<![CDATA[The rising integration of technology in EFL teacher education highlights the need for effective, structured, and reflective training models that support pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development. However, previous studies have largely emphasized self-reported TPACK with limited evidence from practice-based interventions. This study aims to examine the effects of Microteaching Lesson Study (MLS) training on the development of TPACK among pre-service EFL teachers and explores their reflections on the implementation of the training. Using an explanatory sequential mixed-methods design, the study involved 27 pre-service EFL teachers at a private university in Riau Kepulauan, Indonesia. Quantitative data gained from pre-experimental research with EFL-TPACK surveys were analyzed using a paired-samples t-test, which revealed significant improvements in participants’ TPACK after treatment (t = -17.812, p = <001) with a very large effect size (Cohen’s d = 3.49), indicating a strong positive effect of the training. Qualitative narratives were analyzed thematically, revealing how collaborative learning, pedagogical refinement, technological integration, emotional development, and professional learning experiences shaped their development during the MLS-TPACK training. The study offers pedagogical implications for designing technology-enhanced teacher preparation programs, highlighting the value of combining MLS with the TPACK framework in EFL contexts.]]>
