Technological Pedagogical Content Knowledge In Malay Literature: The Roles Of Malay Literature Teachers In SPN 21

This article is aimed at discussing the roles of Malay Literature teachers in the implementation of Malay Literature education suitable to the demands of the 21st Century National Education of Brunei Darussalam (SPN 21). This discussion is based on the Technological Pedagogical Content Knowledge (PTCK) that was developed by Punya Mishra and Matthew J. Koehler from the original ideas of Shulman’s Pedagogical Content Knowledge (PCK). Subsequent discussions led to the role of the teachers of Malay Literature related to the five kinds of interconnected knowledge, namely content knowledge; pedagogical knowledge; readiness of students and background knowledge; assessment knowledge; and technological knowledge. SPN 21 which was newly implemented in 2008 demanded teaching and learning process that is more studentcentered and prioritized on the application of information and communications technology. This article questioned the extent of the Malay Literature teachers’ knowledge in meeting the goals of SPN 21 and asserted that research related to Malay Literature teachers’ PTCK need to be conducted. Information obtained from the study is expected to be very important and necessary as a reference by the parties concerned.