PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

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• Anney, V. N., & Bulayi, M. (2020). Experienced mathematics teachers PCK in the use of learner-centred approaches in Tanzania’s secondary schools. Papers in Education and Development, 37(1), 94-122.

• Boumadan, M., Soto-Varela, R., Ortiz-Padilla, M., & Poyatos-Dorado, C. (2020). What factors determine the value of an online teacher education experience from a teacher’s perspective? Sustainability, 12(19), Article 8064. https://doi.org/10.3390/su12198064

• Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach, and students learn in collaborative learning environments. International Journal of Instruction, 7(1), 17-32.

• Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://spada.uns.ac.id/pluginfile.php/253332/mod_resource/content/1/ICC%20Byram.pdf

• Dyment, J. E., & Downing, J. J. (2019). Online initial teacher education: A systematic review of the literature. Asia-Pacific Journal of Teacher Education, 48(3), 316–333. https://doi.org/10.1080/1359866X.2019.1631254

• Elas, N., Majid, F., & Narasuman, S. (2019). Development of technological pedagogical content knowledge (TPACK) for English teachers: The validity and reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18-33. https://doi.org/10.3991/ijet.v14i20.11456

• Ergas, O., & Ragoonaden, K. (2020). Two perspectives on teaching mindfulness in teacher education: A self-study of two selves. In O. Ergas & J. K. Ritter (Eds.), Exploring self toward expanding teaching, teacher education and practitioner research (pp. 179-196). Emerald Publishing Limited. https://doi.org/10.1108/S1479-368720200000034011

• Eryong, X., & Li, J. (2020). What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”). Educational Philosophy and Theory, 53(2), 128–139. https://doi.org/10.1080/00131857.2020.1754539

• Feng, W. D. (2019). Infusing moral education into English language teaching: An ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 40(4), 458-473. https://doi.org/10.1080/01596306.2017.1356806

• Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre‐service biology teachers’ pedagogical content knowledge: The PCK‐IBI. Journal of Research in Science Teaching, 56(4), 402-439. https://doi.org/10.1002/tea.21482

• Grossman, L. P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teacher College Press. https://lccn.loc.gov/90038509

• Han, J., Zhao, Y., Liu, M., & Zhang, J. (2021). The development of college English teachers’ pedagogical content knowledge (PCK): From general English to English for academic purposes. Asia Pacific Education Review, 22(4), 609-621. https://doi.org/10.1007/s12564-021-09689-7

• Hansen, J. H., Carrington, S., Jensen, C. R., Molbæk, M., & Secher Schmidt, M. C. (2020). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(1), 47-57. https://doi.org/10.1080/20020317.2020.1730112

• Harumi, S. (2023). The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms. In S. Egitim & Y. Umemiya (Eds.), Leaderful Classroom Pedagogy Through an Interdisciplinary Lens: Merging Theory with Practice (pp. 103-117). Springer Nature. https://doi.org/10.1007/978-981-99-6655-4_7

• Hume, A., & Berry, A. (2011). Constructing CoRes—a strategy for building PCK in pre-service science teacher education. Research in science education, 41, 341-355. https://doi.org/10.1007/s11165-010-9168-3

• Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25-30.

• Li, S., Liu, L., & Jiang, A. L. (2021). Understanding the development of Chinese EFL student-teachers’ pedagogical content knowledge. Frontiers in Psychology, 12, 1-16. https://doi.org/10.3389/fpsyg.2021.627728

• Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology, Research and Development, 47(3), 43–62. https://doi.org/10.1007/BF02299633

• Lo, W. Y. (2023). The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three cases. Education Sciences, 13(7), 697. https://doi.org/10.3390/educsci13070697

• Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (Vol. 12). Springer Science & Business Media. https://rest.neptune-prod.its.unimelb.edu.au/server/api/core/bitstreams/62da3fc4-2f5c-55f4-a882-7f7c038be0cf/content

• Mesci, G., Schwartz, R. S., & Pleasants, B. A. S. (2020). Enabling factors of preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry. Science & Education, 29(2), 263-297. https://doi.org/10.1007/s11191-019-00090-w

• Moh’d, S. S., Uwamahoro, J., Joachim, N., & Orodho, J. A. (2021). Assessing the level of secondary mathematics teachers’ pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 17(6). https://doi.org/10.29333/ejmste/10883

• Moon, J. A. (1999). Reflection in learning and professional development theory and practice. Routledge. https://doi.org/10.4324/9780203822296

• Novawan, A., Aisyiyah, S., Miqawati, A. H., Wijayanti, F., & Indrastana, N. S. (2020). Exploring teachers’ perspectives on morality in EFL Pedagogy. Journal of ELT Research, 5(1), 81-93.

• Polifiore, M. (2021). Co-learning a language with your students—A classroom teacher’s perspective. Languages Victoria, 25(2), 6-7.

• Rets, I., Rienties, B., & Lewis, T. (2023). Transforming pre-service teacher education through virtual exchange: A mixed-methods analysis of perceived TPACK development. Interactive Learning Environments, 31(3), 1229-1241. https://doi.org/10.1080/10494820.2020.1826983

• Rodrigues, A. L. (2020). Digital technologies integration in teacher education: The active teacher training model. Journal of e-learning and knowledge society, 16(3), 24-33. https://doi.org/10.20368/1971-8829/1135273

• Sadeghi, S., Aliakbari, M., & Yasini, A. (2022). A model of EFL teachers’ pedagogical content knowledge: A data-driven approach. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 41(2), 205-243. https://doi.org/10.22099/tesl.2021.41332.3031

• Shariatifar, S., Kiany, G., & Maftoon, P. (2017). High school EFL teachers’ professional competencies: Content knowledge and pedagogical content knowledge. Applied Research on English Language, 6(4), 499-522. https://doi.org/10.22108/are.2018.107409.1191

• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

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• Syahabuddin, K., Fhonna, R., & Maghfirah, U. (2020). Teacher-student relationships: An influence on the English teaching-learning process. Studies in English Language and Education, 7(2), 393-406. https://doi.org/10.24815/siele.v7i2.16922

• Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971. https://doi.org/10.1080/09588221.2020.1868531

• Wei, L. (2023). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 57(2). 1-12. https://doi.org/10.1017/S0261444823000186

• Whitehouse, M., Rahm, H., Wozniak, S., Breunig, S., De Nardi, G., Dionne, F., Fujio, M., Graf, E. M., Matic, I., Mckenna, C. J., Steiner, F., & Sviķe, S. (2021). Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration. AILA Review, 34(1), 1-18. https://doi.org/10.1075/aila.00038.int

• Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/1046560X.2022.2112552

• Xu, W. (2015). Exploring ESL/EFL teachers’ pedagogical content knowledge on reading strategy instruction. English Language Teaching, 8(11), 155-175. https://doi.org/10.5539/elt.v8n11p155

• Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, Article 104238. https://doi.org/10.1016/j.compedu.2021.104238

• Zhang, F. (2023). Inspiration of moral judgment evaluation methods on assessing curriculum ideological and political education for foreign language courses. The Educational Review, USA, 7(3), 344-349. https://doi.org/10.26855/er.2023.03.011