This research explores the role of Technological Pedagogical and
Content Knowledge (TPACK) in supporting the professional development of
pre-service English teachers during their teaching practicum at some school in
Banjarmasin. Using a qualitative narrative inquiry design, the study investigates
how pre-service teachers integrate technology, pedagogy, and content
knowledge in real classroom contexts, as well as the challenges they face and
the strategies they employ to overcome them. Data were collected through in
depth interviews and reflective journals from ten pre-service teachers who had
completed their teaching practicum. The findings reveal that participants
demonstrated the ability to integrate TPACK components effectively by
designing interactive, student-centered lessons supported by digital tools such
as PowerPoint, Canva, Wordwall, and YouTube. They showed creativity and
flexibility in adapting teaching strategies to suit students’ needs and learning
contexts. However, they also encountered challenges including limited digital
access, unstable internet connections, lack of technological confidence, and
classroom management issues in digital settings. To address these difficulties,
pre-service teachers developed reflective and adaptive strategies such as
preparing offline alternatives, collaborating with peers, exploring new
applications before class, and establishing digital behavior rules. These
reflective actions helped them enhance their technological proficiency,
pedagogical adaptability, and self-efficacy. Overall, the study concludes that
TPACK plays a crucial role in shaping pre-service teachers’ professional
identity and readiness for 21st-century classrooms by fostering continuous
reflection, innovation, and adaptability in teaching practice.