Kishabale, BashirLuyima, Jimmy2024-06-052024-06-052023-09-12Bashır, K., & Jımmy, L. (2023). Pre-service Teachers’ Technological, Pedagogical and Content Capability and Digital Pedagogy Readiness. Journal of Teacher Education and Educators, 12(3), 303-326.https://hdl.handle.net/20.500.12504/1777Despite evident efforts made, limited digital pedagogical practice among pre-service teach- ers has been noticed. The study sought to investigate pre-service teachers’ perceptions of their technological, pedagogical, content capabilities; validate the digital pedagogy readiness model; and establish the influence of technological, pedagogical and content capabilities on pre-service teachers’ digital pedagogy readiness. Mishra and Koehler’s TPACK Framework (2006) formed the study’s theoretical ground to derive the technological-pedagogical-content capability sub-constructs. A 30-item scale was used to collect data from 351 pre-service teachers of Kyambogo University. Descriptive statistical analysis was employed to establish the respondents’ perceptions on the variables under study, while Structural Equation Mod- eling (SEM) was applied to validate the model and test the hypotheses. Findings revealed that pre-service teachers were in agreement regarding their perceptions of the capabilities; the hypothesised digital pedagogy Readiness model showed fit to the data; and. the influence of technological-pedagogical-content capability on pre-service teachers’ digital pedagogy readi- ness was statistically significant. The study enriches existing literature on the role of TPACK in fostering teachers’ digital pedagogy which is vital for the 21st century classroom. The find- ings are further useful to the Ministry of Education and Sports and affiliated agencies in fast tracking the implementation of the Education digital agenda.enTechnological-pedagogical-contentDigital PedagogyPre-service TeachersUgandaArticle