The Conceptualization of an Islamic Teacher Education Programme

8/3/2019 The Conceptualization of an Islamic Teacher Education Programme

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THE CONCEPTUALIZATION

OF ANISLAMIC TEACHER EDUCATION

PROGRAMME

Rusmanizah binti Ustati

EDC 7740 ISSUES IN EDUCATION

LECTURER: PROF. DR. ROSNANI HASHIM


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CONTENT

The definition of Teacher EducationProgramme (TEP)

How an Islamic Teacher Education

Programme different from the ordinary TEP?

Why is there a need for an Islamic TEP?

Research Questions

Recommendations


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What is Teacher Education Programme?

Teacher education refers to the policies and proceduresdesigned to equip prospective teachers with theknowledge, attitudes, behaviours and skills they requireto perform their tasks effectively in the classroom, school

and the community. Teacher education programme is usually divided into

three stages namely

1. Initial teacher training/education (pre-service course)

2. Practicum/ Induction/ internship (training in schools)3. Teacher development or continuing professional

development (in-service courses for practicingteachers)


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What is an Islamic Teacher

Education Programme?

A teacher education programme which aspires to:

integrate the Islamic philosophy and principles ofeducation in the learning and practice of its teacher-trainees

to create an Islamic learning environment theteaching and learning in the classroom

Integrate Islamic perspectives into the formal andinformal curricula of the teacher education

produce prospective teacher with adequateknowledge and practice so as to enable them to becompetent in the challenges of the globalization


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Why an Islamic Teacher

Education?

The current situation:

Most teacher education programmes/ trainings will

cater to the need of the country/state, and not for the

benefit of the ummah Therefore

there is a need to produce teachers who understand

the concept of Murabbi, are creative, innovative and

proactive and competent in meeting the challengesfaced by the Ummah and able to interpret the Islamic

philosophy of education and the Islamic worldview of

knowledge in the teaching and learning process


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The aspiration of an

Islamic Teacher Education Programme?

An Islamic Teacher Education programme

should equip teacher-trainees with

understanding of the Islamic philosophy of

education and the Islamic (tawhidic) world-view the adequate knowledge of teaching methodology

and pedagogy,

subject-matter (content)knowledge,

knowledge on learners characteristics,

knowledge related to globalization of education


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Research Questions

1. What is a murabbi (teacher) in Islam ?

2. What are the issues and challenges facing

Muslim society and schools today?

3. What is the Islamic philosophy of Teacher

education?

4. What are the guiding principles of an Islamic

Teacher Education programmes?


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1. Who is a murabbi?

The term murabbican be understood from the

Arabic word of rabba yu rabbi tarbiyahwhich means as educating, caring, growing,

and teaching with loving. A teacher who is able

To educate

To care To assist in the growth of a child

To teach of love


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The model of a murabbi that is to be

inculcated in teacher education programme isthe Prophet Muhammad s.a.w. for Allah has

mentioned in the Quran thatWe have sent thee (O Muhammad)

but as a universal teacher to all mankind,

to give glad tidings and warn (mankind)against sin but most men understand not.

(Al-Quran, 34: 28)


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2. Issues and challenges faced by

school and Muslim societies

Dualism in education (primary and secondary)

Learning environment does not portray an Islamic

environment

Educational emphases producing good citizens/knowledgeable workers lack emphasis on Islamic

value system based on tawhidic worldview

Some Islamic schools emphasize the traditional

Islamic curricula- students produced are less

competent in meeting with the challenges of

modern and globalization era


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3. The goal of a Islamic TEP is to realize the

Islamic Philosophy of Education

Abu Umar Yusuf Ibn Abd Al-Basr Al-Namari-

learning is conducive to religion, awakens the

intelligence of men, is companion in lonesomeness,

is useful in social context and brings money Al-Zarnuji- (religious factor of education) it is

meet for the student in his quest for knowledge to

strive for the good will of God, the future life, the

removal of ignorance from himself and from the restof the ignorant, the conservation of religion, and the

survival of Islam


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Al-Ghazali goal of education is to produce God-conscious man who obey Gods commands, avoid hisprohibitions and is useful to the community. He is alsoconcerned with the formation of good character (akhlaq),the cultivation of virtue, and the eradication of ignorance

Muhammad Iqbalindividuals should be exposed to allkinds of formative and challenging experiences,otherwise his individuality will shrink and wither. Aman should live his life in the name of Allah, there

should be a harmony between the material andspiritual elements in man, and an individual should beable to use his intelligence to harness the forces ofnature for his own good and to increase hisknowledge and power.


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4. The guiding principles of an Islamic

Teacher Education programme1. Emphasis on tawhidic knowledge and

understanding

2. Understanding of the Islamic worldview of

knowledge3. Practice the concept of murabbi in being a

teacher/ and educator

4. Competency in meeting the global and social

challenges5. Ability to contribute to the benefits of the

society and the Ummah


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Subject

Matter

Knowledge

Current

Issues in

Education

Teaching

Methodology

and Principles

of Educationand Evaluation

(Core)

Islamic Philosophy of

Education

and Islamic (tawhidic)worldview of knowledge

Allah

ManSociety/

Ummah

Field Experience

Inculcation of Values

5. Curriculum for an

Islamic teacher

education

programme


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REFERENCES

Abdullah Nasih Ulwan. (2004). Child Education in Islam. (2nd ed.)Cairo: Dar al-Salam.

Asad Abbas Rizvi, Muhammad Altaf, Muhammad Nasir. (2010).Integrated Model of Teachers Training for the Muslim Teachers.International Journal of Academic Research, 2(6), 224229.

Bowering, M. (2007). A Cross-cultural Teacher Training Program forSingaporean Muslim Students.Australian Journal of TeacherEducation. 32(3), 1-13.

Rosnani Hashim. (2004).Educational Dualism in Malaysia:Implications for Theory and Practice. (2nd ed.)Kuala Lumpur: The

Other Press.Rosnani Hashim. (1997). The Construction of Islamic based-teacherEducation Programme.Muslim Education Quarterly. 14 (2), 57-68.

Thomas, E. (2006). Strategies for Teacher Education and Training inthe Context of Global Change. Educational Awakening:Journal ofthe Educational Sciences, 3(1), 67-84.

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The Conceptualization of an Islamic Teacher Education Programme