1st Edition
Supporting Modern Teaching in Islamic Schools Pedagogical Best Practice for Teachers
Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers advocates the revamp of the madrasah system and a review of the Islamic curriculum across Muslim countries and emphasises training needs for Islamic teachers for modern instructional practice.
Islamic schools across Muslim countries face 21st-century challenges and teachers need continuing professional development to help them keep abreast of modern teaching practice. Books, papers, educators and parents have consistently called for curriculum change to transform teaching and learning in Islamic schools. Divided into three unique parts, Part 1 of the volume focusses on content knowledge, pedagogy and teaching methods; Part 2 highlights professional development, responsibilities and lifelong learning; and Part 3 comprises chapters on Islamic curriculum review, reform and Islamisation of knowledge.
Scholars from the United States, United Kingdom, Europe, Canada, Australia, New Zealand, Asia and Africa review the Islamic curriculum to highlight areas for further improvement and provide modern techniques and methods of teaching for pedagogical best practices and effective outcomes in Islamic schools. With these contributions, this volume will be of interest to OIC countries, Islamic student teachers and Islamic teachers who work in international and local settings.
Part 1: Content Knowledge, Pedagogy and Teaching Methods
1. Sound Pedagogies and Mis-Pedagogies in Teaching Islam: Learning from Canadian Muslim Educators
Claire Alkouatli
2. Are Contemporary Islamic Education and their Pedagogical Approaches Fit for Purpose? A Critique and Way Forward
Yahia Baiza
3. Environmental Education and Indonesia’s Traditional Islamic Boarding Schools: Curricular and Pedagogical Innovation in the Green Pesantren Initiative
Ahmad Afnan Anshori and Florian Pohl
4. Developing an Islamic Teacher: Islamic Cultural Contents in an ELT Textbook in a Muslim High School in Southern Thailand
Yusop Boonsuk and Eric A. Ambele
5. Islamic Instruction as a Student-Centred Approach
Samina Malik and Nabi Bux Jumani
6. Philosophical Inquiry as a Method for Teaching Islamic Education
Wan Mazwati Wan Yusoff, Juhasni Adila Juperi and Abdul Shakour Preece
7. Technology Infusion in the Design of an Impactful Islamic Education Learning Experience
Rosemaliza Binti Mohd Kamalludeen
Part 2: Professional Development, Responsibility and Lifelong Learning
8. Measures of Physiognomies in Fostering Islamic Teachers’ Professionalism in Selected Al-Majiri Integrated Model Schools (AIMS) in Sokoto State, Nigeria
Ahmad Tijani Surajudeen
9. Enhancing Professionalism in Teaching Islamic Studies through Employment of Adequate Instructional Resources
Jamiu Abdur-Rafiu, U. A. Ajidagba, and Yunus Aliyu
10. Improving Islamic Self-Motivation for Professional Development (Study in Islamic Boarding Schools)
Muhammad Anas Ma’arif, Muhammad Mutjaba Mitra Zuana, and Akhmad Sirojuddin
11. Islamic Teacher Professionalism: The Role of Family and Society in Teacher Professionalisation
Abulfazl Ghaffari and Dina Yousefi
12. Teachers’ Roles in Making Multiple Intelligences Work in Indonesian Muslim Schools
Muhammad Zuhdi and Erba Rozalina Yulianti
13. Lifelong Learning among Islamic Studies Teachers: A Path for Professionalism
Merah Souad and Tahraoui Ramdane
Part 3: Islamic Curriculum Reform, Assessment and Islamisation of Knowledge
14. Research-Based Reform of Madrasah Curriculum in Bosnia and Herzegovina and its Implications for Fostering Teachers’ Professional Development
Amina Isanović Hadžiomerović and Dina Sijamhodžić-Nadarević
15. Arabic Teaching at Australian Islamic Schools: Working with Student Diversity and Curriculum Challenges
Nadia Selim
16. Islamisation of Knowledge: A Critical Integrated Approach
Alhagi Manta Drammeh
17. Maktab Teachers and Behaviour Education: Ruminations from a Teacher Education Programme in the UK
Imran Mogra
18. Islamic Religious Education (IRE) Teachers in the Netherlands: From Tradition-Based to Modern Teaching
Ina ter Avest
19. The Role of Supplementary Schools Education in Shaping the Islamic Identity of Muslim Youths in Europe
Mohammad Mesbahi
20. Crafting a Strategy to Assess the Learning of Islamic Studies in Elementary Schools
Tahraoui Ramdane and Merah Souad
Biography
Ismail Hussein Amzat is an Associate Professor, Kulliyyah of Education in the Department of Social Foundation and Educational Leadership at the International Islamic University Malaysia.
"Professor Amzat and his team have shown systematic thinking in catching up with contemporary developments in education and teaching while abiding by to the Core Values of Islam. The contributions meet the critical academic standards needed in such an important analysis. The diversity of topics and the deep discourse by the authors from different academic backgrounds and expertise from around the world is indicative of the crucial importance of the book to academia in general and those in education and teacher training in particular. I recommend it highly." - Assoc. Prof. Dr. Jabal M. Buaben, Formerly of the School of Philosophy, Theology and Religion, The University of Birmingham, UK
"This book by Professor Ismail Hussein Amzat is very important as it describes pedagogical situations and reforms in the context of Islamic education across the globe. It explores the contesting modernity and traditionality of Islam in terms of pedagogical practices to find more effective solutions to educational problems. It enriches the literary collection about aspects of Islamic schooling, the information of which has been underrepresented in research and publications." - Dr. H. Raihani, Professor of Islamic Education Studies at UIN Sultan Syarif Kasim Riau, Indonesia
"The book is comprehensive and excellent. Its three parts cover a variety of content: knowledge, pedagogy, teaching methods in Part One, professional development, responsibility and lifelong learning in Part Two and Assessment, Islamic Curriculum Reform and Islamization of Knowledge in Part 3. It will be of interest to all teachers in Islamic schools. The writers – Muslims and non-Muslims – come from different parts of the world with varying experiences in teaching, some represent a majority while some represent a minority in their respective country, Hence, each chapter has something new to offer to all readers." - Rosnani Hashim, Adjunct Prof. of Social Foundation of Education, KOED, IIUM. Founder of the Hikmah (Wisdom) Pedagogy of Philosophical Inquiry
"This is a very courageous book, combining Islamic education with modern pedagogical thought. Personhood formation is emphasized instead of just socialization. It shows best practices for students as well as the way teachers can sustain via adequate curricula the flourishing of the students." - Professor Siebren Miedema, Vrije Universiteit Amsterdam, The Netherlands
"This rich book presents an impressive range of studies into teaching in Islamic schools from several continents. It offers a wealth of information for scholars in the field and for other people interested in the current development of Islamic education, its transitions and debates." - Dr. Geir Skeie, UNESCO Chair and Professor of Religious Education, University of Stavanger, Norway
