<![CDATA[This study aims to investigate the mediating role of reflective practice in the relationships between Technological Pedagogical Content Knowledge (TPACK), self-efficacy, and teaching readiness among pre-service economics teachers in Indonesia. A cross-sectional quantitative survey was conducted with 60 pre-service economics teacher students at FKIP Universitas Pasundan (cohorts 2022–2023) using total sampling. PLS-SEM with 5,000-subsample bootstrapping in SmartPLS 4.0 was employed. TPACK (β = .431, p < .001) and self-efficacy (β = .372, p < .001) significantly predicted reflective practice, which in turn predicted teaching readiness (β = .418, p < .001). TPACK (β = .312, p < .001) and self-efficacy (β = .281, p < .001) also exerted significant direct effects on teaching readiness, indicating that the mediation is partial rather than full. Partial mediation was confirmed for both pathways: TPACK → teaching readiness (indirect β = .180; 95% CI [.09, .27]; VAF = 36.6%) and self-efficacy → teaching readiness (indirect β = .145; 95% CI [.06, .22]; VAF = 34.0%). The model explained 52.2% of variance in reflective practice and 64.3% in teaching readiness. Practically, these findings suggest that economics teacher preparation programmes should embed structured, quality-assessed reflective activities as core, assessed components of the curriculum, alongside existing efforts to build technological-pedagogical knowledge and professional self-efficacy, rather than treating reflection as supplementary enrichment. This study provides the first empirical integration of Bandura's self-efficacy theory, the TPACK framework, and Schön's reflective practitioner theory in a unified mediation model tested in Indonesian pre-service economics teacher education.]]>
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