Salleh, S., Musa, J., Johari, M., & Sabani, N. (2021). From pedagogical beliefs to implementation: The development of pre-service teachers’ technology, pedagogy and content knowledge for student-centred learning. In L. H. Phan, A. Kumpoh, K. Wood, R. Jawawi, & H. Said (Eds.) Globalisation, education, and reform in Brunei Darussalam (pp. 107-131). https://doi.org/10.1007/978-3-030-77119-5_6 

Abstract:

“This study examined how the Technology, Pedagogy and Content Knowledge (TPACK) module offered in the Initial Teacher Education Programme, Master of Teaching, at Universiti Brunei Darussalam, develops graduate pre-service teachers’ capability to plan for student-centred learning and the development of students’ twenty-first-century skills. An overview of how the TPACK module was designed to develop and assess the teacher candidates’ technological pedagogical content knowledge is provided. Data from two sources were analysed: teacher candidates’ personal belief statements and videos of teacher groups’ lessons. This study concluded that by identifying and addressing their pedagogical beliefs, teacher candidates were able to develop student-centred learning through their TPACK discussion and collaboration with their peers, which successfully influenced their pedagogical beliefs about classroom implementation of TPACK-designed lessons.”