<![CDATA[This study aims to (1) describe the completeness and alignment of lesson planning in the teaching modules of Sociology teachers who took the 2025 In-Service Teacher UKIN with the indications of learning practice they contain, viewed through the Technological Pedagogical Content Knowledge (TPACK) framework, and (2) critically analyze teacher performance in the UKIN through the critical pedagogy perspectives of Paulo Freire and Henry Giroux and Stephen Ball's theory of performativity. The study used a qualitative approach, applying Braun and Clarke's thematic analysis to a purposive sample of 190 Sociology teaching-module documents from UKIN participants at one teacher-education institution (LPTK). The results show that the administrative-format completeness of the teaching modules is generally good, while the substantive depth of teachers' pedagogical competence remains variable. Lesson planning tends to target low-to-moderate cognitive levels, with lower-order thinking categories dominating most modules; assessment items misalign with Higher Order Thinking Skills (HOTS)-oriented learning objectives in most documents; and PowerPoint remains the dominant, often the only, technology used across most modules. Viewed through the critical lenses of Freire's banking education, Giroux's transformative intellectuals, and Ball's performativity theory, these findings suggest that the UKIN's current design and practice emphasize administrative and technical compliance more than cultivating substantive pedagogical reflection among teachers. Nevertheless, these patterns also reveal concrete entry points for reform, including rubric refinement, continuous mentoring, and reflective assessment components, through which the UKIN could more fully realize its intended role in fostering transformative, reflective teaching practice.Keywords: Teacher performance test; TPACK, Critical pedagogy, Sociology teaching module, Performativity]]>
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