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This mixed-method research aims to examine transformative affordances of the metaverse for pre-service teachers and investigate support mechanisms for technology-enhanced teacher training. Specifically, 40 pre-service teachers were involved in training with, about, for metaverse (TM) to convert high-stakes TOEIC test items into virtual content. Upon completion of the TM, participants were eligible to apply for nationally accredited private metaverse certificates to mark them as certified practitioners. To capture their multifaceted TM experience, this research employed surveys based on UTAUT (Unified Theory of Acceptance and Use of Technology) 2 constructs, as well as reflective journals and advanced analytics. The collected data were analyzed using quantitative techniques (t-tests, multiple regression analysis, and structural equation modeling) and qualitative methods (sentiment and content analysis) to offer a more comprehensive understanding of the technological training for pre-service teachers. The findings revealed that the overall reception of the TM experience among pre-service teachers was highly positive. Notable improvements were observed in facilitating conditions, effort expectancy, and hedonic motivation. Text-mining results also revealed how the TM framework transformed pre-service teachers’ perspectives on teaching, testing, and learning. Based on the findings, the study contributes to the ongoing dialogue on effective technology integration in education.
