The role of teacher educators in initial teacher education (ITE) extends beyond simply imparting knowledge. Their teaching methods must also reflect the complexities of the teaching profession (Loughran & Menter, 2019). In the Philippines, ITE teacher educators have traditionally delivered face-to-face instruction that emphasises strategies such as modelling and simulations (Sigua et al., 2015). Before COVID-19, technology was primarily used to supplement learning rather than as the primary medium for instruction. Recognising the potential of remote teaching, which proliferated during the pandemic, the Philippine Commission on Higher Education (CHED, 2023) issued the "Updated Guidelines on Onsite Learning in Higher Education", which allows ITE providers to offer a portion of their courses online, off-site, or in self-paced formats, indicating that remote teaching is likely to remain a component of Philippine ITE.

At the onset of the pandemic, the term "panicgogy" was used to describe pedagogy driven by uncertainty rather than deliberate design (Baker, 2020). Drawing on transformative learning theory (Mezirow, 2006), the disruptions caused by COVID-19 created a "disorienting dilemma" that compelled teacher educators to reevaluate their prior assumptions about ITE (Young et al., 2022). Our previous systematic review (Sarmiento et al., 2025) found that teacher educators innovated their instruction and explored new technologies during the pandemic. They demonstrated reflexivity and resilience, contributing to professional growth and creating conditions to undergo the phases of transformative learning. The last phase, wherein teacher educators have successfully reintegrated their practices, moving from panic-driven adaptation to intentional remote teaching methods, is what we conceptualised as "metamorgogy". The term is coined from metamorphosis and pedagogy, highlighting a transformative journey akin to a caterpillar's change to a butterfly. Metamorgogy offers an alternative perspective on the dynamic and evolving nature of pedagogical practice (Korthagen, 2016). It also underscores the importance of teacher educators who can transform their practice when confronted with disorienting dilemmas (Young et al., 2022). As technology became integral to ITE during and after the pandemic, the Technological Pedagogical Content Knowledge (TPACK) framework serves as a useful lens for analysing how metamorgogy developed in the practices of teacher educators.

The TPACK framework (Mishra & Koehler, 2006) extends Shulman's (1986) concept of pedagogical content knowledge by integrating technology. In 2019, contextual knowledge was added to the model to highlight the importance of educators’ understanding of available technologies and the specific instructional environments in which they work (Mishra, 2019). Cheng et al. (2025) and Khong et al. (2023) indicated that TPACK is a key motivator for teachers' behavioural intentions and engagement in remote instruction. Their studies emphasised that when educators actively draw on their TPACK, they are better equipped to integrate technology meaningfully into their pedagogy. 

While the TPACK framework offers a useful account of meaningful technology integration, it does not explain how these domains are reconstructed when pedagogy is disrupted. Transformative learning theory offers a complementary perspective for understanding how teacher educators, through critical reflection, exploration, and re-evaluation of their teaching, can reconstruct their pedagogical practices and adopt new strategies (Mezirow, 2006; Young et al., 2022). We theorise that when teacher educators reach the reintegration phase of transformative learning, which we conceptualise as metamorgogy, they can apply TPACK in a more deliberate and contextually responsive manner in remote teaching environments. To contribute to empirical research on remote teacher education beyond the emergency phase and to understand this transformation in the Philippine context, this study was guided by the TPACK framework in addressing the question: What remote teaching practices emerged among Filipino ITE teacher educators in the post-pandemic period?

This study utilised a qualitative case study design (Best et al., 2017) to investigate the remote teaching experiences and practices of Filipino teacher educators in ITE. The research adhered to the ethical standards set by the Queensland University of Technology (Protocol Number 8504). The case focused on a large state teacher education institution (TEI) with five campuses across the Philippines, serving diverse regional communities and contexts. The study involved 12 in-depth interviews with teacher educators from the TEI campuses, all of whom volunteered in response to an email recruitment. All 12 participants had been teaching professional education courses at the ITE level since 2018. According to the policies, standards, and guidelines of the Commission on Higher Education of the Philippines, these courses are designed to equip aspiring teachers with the knowledge, skills, and competencies necessary for effective teaching. The interviews were guided by questions developed from a systematic review of the literature on the experiences and practices of teacher educators during the pandemic (Sarmiento et al., 2025, 2026). All interviews were conducted in English and/or Filipino, lasting 45 to 60 minutes, followed by a 15- to 20-minute debriefing session (Guest et al., 2017), which were then transcribed in the original language. The transcripts were analysed using a deductive approach, following the thematic analysis framework established by Braun and Clarke (2022), using the TPACK domains (Mishra & Koehler, 2006; Mishra, 2019) as predetermined themes. While transformative learning theory (Mezirow, 2006) informed our understanding of metamorgogy and influenced the interpretation of results, it was not used as an analytical code in this analysis, as our aim was to highlight the practices of transformed teacher educators rather than the processes leading to their transformation. The entire process was led by the first author, who is fluent in both Filipino and English. She was supported by the other authors, both education experts, who served as intercoder evaluators, providing critical assessments and additional insights through regular discussions. To address the research question, we present findings on the core of TPACK, emphasising the valuable integration of technology, pedagogy, and content within the context of remote professional education. This theme is organised into three subthemes for clarity and better structure. Additionally, we incorporated brief post-pandemic reflections from the interviews to illustrate how teacher educators perceive their transformation and how they now embody metamorgogy.

This study shows how Filipino teacher educators used TPACK to transform their teaching methods in professional education courses, leading to innovations in the use of conferencing applications, recorded videos, and learning management systems (LMS) to enhance learning in ITE. Our findings indicate that Filipino teacher educators have integrated remote teaching practices into their ongoing work in professional education courses, reconfiguring their TPACK to use technology intentionally. The teacher educators in the study reported growth as a result of the learning modality they experienced during the pandemic. The instructional practices they developed show that technology integration in remote teaching is not merely supplementary. It was intentional because of its meaningful contribution to preservice teachers' learning. For instance, conferencing applications demonstrate how technology can mimic key aspects of classroom interactions, allowing preservice teachers to engage in spontaneous discussions that are essential to their future practice. Video technology has enhanced modelling and demonstration, a vital method for teaching about teaching. The use of LMS also broadened assessment practices and facilitated more convenient sharing of learning materials. Although the pandemic initially caused panic and resulted in improvised teaching methods, teacher educators did not simply revert to pre-pandemic practices when face-to-face classes resumed. Instead, they built on the innovations, skills, and insights gained from remote teaching, integrating these into more deliberate post-pandemic practices. Our findings highlight a broader understanding of how pedagogical transformation can stem from adversity. The concept of metamorgogy more optimistically captures this evolution, a pedagogy shaped by reflection, adaptation, and innovation. As technologies continue to develop, ITE and its teacher educators will inevitably face other disruptions. However, the experiences documented in this study suggest that, with the right mindset and sufficient support, teacher educators can emerge from disruption with a stronger capacity to foster the next generation of teachers.

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