Considerations for an Islamic Teacher Education Programme
A teacher education programme which aspires to:
integrate the Islamic philosophy and principles of education in the learning and practice of its teacher-trainees
create an Islamic learning environment the teaching and learning in the classroom
integrate Islamic perspectives into the formal and informal curricula of the teacher education
produce prospective teacher with adequate knowledge and practice so as to enable them to be competent in the challenges of the globalization
An Islamic Teacher Education programme should equip teacher-trainees with
the 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
Important issues for consideration:
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?
Who is a “murabbi”?
• The term murabbi can be understood from the Arabic word of ‘’ rabba – yu rabbi – tarbiyah’’ which means as educating, caring, growing, and teaching with loving.
The model of a ‘murabbi’ that is to be inculcated in this teacher education programme is the Prophet Muhammad s.a.w. for Allah has mentioned in the Qur’an that
We 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-Qur’an, 34: 28)
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
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 rest of the ignorant, the conservation of religion, and the survival of Islam’
• Al-Ghazali – goal of education is to produce God-conscious man who obey God’s commands, avoid his prohibitions and is useful to the community. “He is also concerned with the formation of good character (akhlaq), the cultivation of virtue, and the eradication of ignorance”
• Muhammad Iqbal – “individuals should be exposed to all kinds of formative and challenging experiences, otherwise his individuality will shrink and wither.” “A man should live ‘his life in the name of Allah’, there should be a harmony between the material and spiritual elements in man, and an individual should be able to use his intelligence to harness the forces of nature for his own good and to increase his knowledge and power.”
4. The guiding principles of an Islamic Teacher Education programme
1. Emphasis on tawhidic knowledge and understanding
2. Understanding of the Islamic worldview of knowledge
3. Practice the concept of ‘murabbi’ in being a teacher/ and educator
4. Competency in meeting the global and social challenges
5. Ability to contribute to the benefits of the society and the Ummah
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 Teacher’s Training for the Muslim Teachers. International Journal of Academic Research, 2(6), 224–229.
Bowering, M. (2007). A Cross-cultural Teacher Training Program for Singaporean Muslim Students. Australian Journal of Teacher Education. 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-teacher Education Programme. Muslim Education Quarterly. 14 (2), 57-68.
Thomas, E. (2006). Strategies for Teacher Education and Training in the Context of Global Change. Educational Awakening: Journal of the Educational Sciences, 3(1), 67-84.
