Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

The study reported in this paper was part of a larger that explored pre-service teachers’ perceptions the effective-ness problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and ability to enact PCK tertiary education subject. This reports qualita-tive semi-structured interviews used capture student voice with respect impact PBL on development comparison previous experiences teacher-directed instruction. Overall, responses from revealed teachers considered method more effective way learn compared being taught using instructional approach, further, they will most likely use when become teachers.