Yulia Nur Ekawati, Issy Yuliasri, Mursid Saleh, Rahayu Puji Haryanti
This study investigates the implementation of a Blended Collaborative Peer Review of Teaching (B-CPRoT) strategy to foster Technological Pedagogical Content Knowledge (TPACK) among English as a foreign language (EFL) pre-service teachers during microteaching. Unlike traditional approaches that rely on lecturer feedback and isolated use of technology, this study positions pre-service teachers as active reviewers in a blended learning environment that integrates face-to-face sessions with an e-learning platform. This study involved one EFL lecturer and twenty pre-service teachers in an undergraduate English teacher education program. Data were collected through classroom observations, semi-structured interviews, video recordings, and open-ended questionnaires. Findings indicate that B-CPRoT fostered reflective teaching, peer collaboration, and deeper engagement with pedagogical, content, and technological knowledge. Participants demonstrated growth across TPACK domains, particularly in integrating digital tools for instructional design. Peer feedback cycles improved their ability to evaluate and revise teaching practices. However, the study also identifies challenges, including inconsistent participation and the limited presence of expert guidance. These results suggest that B-CPRoT is a promising, though not unproblematic, strategy for supporting teacher professional development in blended learning contexts. The study contributes valuable insights into how blended peer review can enhance EFL pre-service teachers' TPACK development during teacher training. © 2026, Western Australian Institute for Educational Research Inc.. All rights reserved.
Universitas Pancasakti Tegal, Indonesia; Universitas Negeri Semarang, Indonesia
