Öztürk, MücahitMıhcı Türker, PınarKerse, Gökhan2023-10-092023-10-0920241360-2357https:/dx.doi.org10.1007/s10639-023-12134-4https://hdl.handle.net/20.500.12451/11099This study explored pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers’ blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers’ technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness.eninfo:eu-repo/semantics/embargoedAccessBlended TeachingBlended Teaching ReadinessTechnological Pedagogical Content KnowledgeArticle10.1007/s10639-023-12134-4Q1WOS:001048936200001Q1