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Education Sciences
Special Issues
Teacher Education for Islamic Education and Schooling
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Teacher Education for Islamic Education and Schooling

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 August 2024) | Viewed by 10908

Special Issue Editors

Dr. Nadeem Memon

E-Mail Website
Guest Editor
Centre for Islamic Thought and Education (CITE), School of Education, University of South Australia, Adelaide, SA 5001, Australia
Interests: teacher education; equity; inclusion; culturally responsive pedagogies; Islamic education/schooling/pedagogy; faith-based pedagogies
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Mohamad Abdalla

E-Mail Website
Guest Editor
Center for Islamic Thought and Education (CITE), School of Education, University of Southern Australia, Adelaide, SA 5001, Australia
Interests: Islamic studies; sociology; psychology; public health and health services; religion and religious studies; communication and media studies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The blossoming field of Islamic education studies (Sahin 2019) is increasingly drawing research attention on the realities and opportunities of Islamic K-12 schools, Islamic religious education in state-funded schools, conceptual understandings of education in the Islamic tradition, and approaches to learning in informal sites of education for Muslim children globally. However, in support of the growth and development of formal and informal sites of Islamic education and schooling, there is also a blossoming sector of teacher education. 

Over the past decade in particular, several accredited university-level teacher education programs have been established across Western contexts. The University of South Australia (Australia), home to the co-editors of this Special Issue, established a Graduate Certificate in Education (Islamic Education) in 2017. Both Bayan College (USA) and Markfield Institute of Higher Education (UK) offer a M.A. in Islamic Education. The University of Vienna, along with numerous other European universities, offer a Master’s program in Islamic Religious Education (IRE). In addition to accredited programs, there are a plethora of professional learning opportunities emerging for educators in Islamic school settings. Summer institutes, online short programs, conferences, and professional learning communities all contribute toward the array of opportunities available.

This Special Issue focuses on the conceptualization, development, implementation, and impact of teacher education programs for educators in Islamic schools and educators who teach Islamic religious education.

We invite both conceptual and empirical contributions. Conceptually, we are interested in papers that grapple with understandings of education in the Islamic tradition in relation to contemporary educational thought that informs teacher education programs. Empirically, we invite contributions related to the development, implementation, and impact of existing teacher education initiatives (including non-accredited informal professional learning).

In this Special Issue, research areas may include (but are not limited to) the following:

  • Program design and/or conceptualisation of distinct islamically informed teacher education
  • Professional dilemmas in program design or facilitation
  • Professional dilemmas for educator enactment
  • Program accreditation within secular higher education  
  • Novel approaches to teacher education grounded in Islamic education theory
  • Fostering Islamic conceptions of reflection, critical, and reflexive thinking
  • Educator enactments of professional learning
  • Educator efficacy, agency, and/or personas

The editors particularly welcome responses where the research has been undertaken in a co-participatory manner with key stakeholders (e.g., educators in the field) involved in the process.

We look forward to receiving your submission.

Dr. Nadeem Memon
Prof. Dr. Mohamad Abdalla
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

 

Keywords

  • Islamic/Muslim education
  • Islamic/Muslim schooling
  • Islamic pedagogy
  • reflective practice
  • professional learning communities
  • teacher education

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Published Papers (6 papers)

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11 pages, 238 KiB  
Article
The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment
by Qiqi Yuliati Zaqiah, Aan Hasanah, Yeti Heryati and Rohmatulloh Rohmatulloh
Educ. Sci. 2024, 14(11), 1257; https://doi.org/10.3390/educsci14111257 - 17 Nov 2024
Viewed by 1021
Abstract
Participation in PPG Daljab is essential for improving the performance of Islamic Religious Education (PAI) teachers and promoting internal quality assurance within teacher training institutes (LPTKs). However, how can we effectively assess participation, particularly for individual teachers? This quantitative study investigates the impact [...] Read more.
Participation in PPG Daljab is essential for improving the performance of Islamic Religious Education (PAI) teachers and promoting internal quality assurance within teacher training institutes (LPTKs). However, how can we effectively assess participation, particularly for individual teachers? This quantitative study investigates the impact of in-service teacher education programs on PAI teachers’ competencies using individual self-assessment. This study involved 255 PAI teachers from three LPTKs under the Ministry of Religious Affairs: UIN Sunan Gunung Djati Bandung, UIN Sunan Kalijaga Yogyakarta, and UIN Syarif Hidayatullah Jakarta. Teachers’ competencies were measured across four dimensions: pedagogical, personality, social, and professional competence. The findings indicate that the PPG program effectively supported the self-development of PAI teachers who have obtained professional certification. The PPG program enhanced teachers’ competencies across all dimensions, with the most significant improvement in personality competence. However, in the professional dimension, areas such as learning evaluation and the use of technology and digital learning require further strengthening post-PPG program. This article provides recommendations for stakeholders to develop continuing professional education programs following the PPG program, taking into consideration PAI teachers’ lack of competence. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
21 pages, 263 KiB  
Article
Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools
by Ayda Succarie
Educ. Sci. 2024, 14(11), 1192; https://doi.org/10.3390/educsci14111192 - 31 Oct 2024
Viewed by 1612
Abstract
Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a [...] Read more.
Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
20 pages, 281 KiB  
Article
Laying Foundations for Islamic Teacher Education
by Nadeem A. Memon, Mohamad Abdalla and Dylan Chown
Educ. Sci. 2024, 14(10), 1046; https://doi.org/10.3390/educsci14101046 - 25 Sep 2024
Cited by 1 | Viewed by 2207
Abstract
Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher [...] Read more.
Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
23 pages, 277 KiB  
Article
Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand
by Muhammadafeefee Assalihee, Nachima Bakoh, Yusop Boonsuk and Jaruwat Songmuang
Educ. Sci. 2024, 14(9), 1029; https://doi.org/10.3390/educsci14091029 - 20 Sep 2024
Viewed by 1693
Abstract
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study [...] Read more.
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
14 pages, 278 KiB  
Article
Experiences of Anti-Blackness in Islamic Educational Spaces: Implications for Islamic Teacher Education
by Shyla González-Doğan
Educ. Sci. 2023, 13(11), 1160; https://doi.org/10.3390/educsci13111160 - 20 Nov 2023
Cited by 3 | Viewed by 2070
Abstract
This paper is an initial examination of anti-Blackness within a specifically Muslim context, and it presents the experiences of some Black community members who attended one U.S. city’s primary local mosque’s weekend school program and who either attended or had children who attended [...] Read more.
This paper is an initial examination of anti-Blackness within a specifically Muslim context, and it presents the experiences of some Black community members who attended one U.S. city’s primary local mosque’s weekend school program and who either attended or had children who attended the city’s sole Islamic school. During this ethnographic project, 18 participants who identified as part of the Muslim community of the city were interviewed; semi-structured interviews and snowball sampling were used to obtain data. Research participants included parents of children in the Islamic school or weekend school program at the affiliated mosque, former students of the Islamic school or the mosque’s weekend school program, and former or current leaders in the community. The findings demonstrate that anti-Blackness in Islamic community spaces often manifests through the targeting of Black children for perceived misbehavior in educational spaces and through practices of exclusion toward Black community members. The findings also indicate that there is a need for increased education and training related to anti-Blackness and a need for the implementation of an anti-racist pedagogy in Islamic educational settings. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)

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26 pages, 318 KiB  
Case Report
Preparing Teachers for the ‘Ummah’: A Case Study of Hayat Foundation
by Imran H. Khan Suddahazai
Educ. Sci. 2024, 14(11), 1146; https://doi.org/10.3390/educsci14111146 - 23 Oct 2024
Viewed by 772
Abstract
This preliminary study initiates an exploration into a novel informal Islamic teacher education programme developed by a community organisation. The presented case study explores the Afghan Muslim inspired Hayat Foundation’s communal educational initiative, the Marefat programme. The programme, derived from Islamic educational theoriesis [...] Read more.
This preliminary study initiates an exploration into a novel informal Islamic teacher education programme developed by a community organisation. The presented case study explores the Afghan Muslim inspired Hayat Foundation’s communal educational initiative, the Marefat programme. The programme, derived from Islamic educational theoriesis ‘imbued with notions of reflective, critical, and reflexive thinking’, which are designed to recognise the individual levels of development for every educator and simultaneously elevate their efficacy, agency, and person. Adopting an interpretivist-narrative methodology conveyed through a dialogical approach, this study focuses on the lived experiences of this social-welfare organisation by seeking to decipher the teleological nature of the programme. This examination is guided by three questions which seek to identify its intended audience, the specificity of the issue it attempts to address, and the approaches it has adapted to implement its programme. The findings suggest that the overarching purpose of this educational initiative is to foster empowering liberatory pedagogical responses to counter oppressive narratives in the reading of the Islamic tradition. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
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