<![CDATA[ The term digital natives is often used to suggest that young pre-service teachers are naturally prepared to use technology in teaching. This assumption needs to be examined carefully because everyday familiarity with digital tools is different from the professional knowledge needed to design technology-supported instruction. This study investigated the self-perceived Technological Pedagogical Content Knowledge (TPACK) of 28 pre-service English teachers from different universities in Serang and Cilegon, Indonesia. It also examined whether their perceived TPACK differed according to teaching practicum experience and participation in educational technology training. Using a quantitative descriptive survey design, data were collected through a 21-item questionnaire adapted from Schmidt et al. (2009), covering the seven TPACK domains. The data were analyzed using descriptive statistics, Cronbach’s alpha reliability coefficients, Spearman’s rho correlations, and Mann-Whitney U tests. The results showed that all seven domains were in the High category. Technological Content Knowledge received the highest mean score, while Pedagogical Content Knowledge received the lowest. Participants who had completed teaching practicum reported higher mean scores across all domains, although the differences were not statistically significant. Participation in educational technology training was also not significantly related to higher TPACK scores. These findings indicate that regular technology use may build confidence with digital tools, but it is still insufficient for developing pedagogically grounded technology integration. English teacher education programs need to provide more explicit, subject-specific, and practice-oriented opportunities for pre-service teachers to develop TPACK.]]>
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