The beliefs and practices of secondary school teachers about teaching of Islamiat: A case study

Date of Award

8-1-2008

Document Type

Dissertation

Degree Name

Master of Education (M. Ed.)

Department

Institute for Educational Development, Karachi

Abstract

Research suggests numerous views to account for exploration of Islamiat teachers' practices and beliefs. One view states that teachers' lived experiences, which they may get from home, Madarsas or schools, shape their beliefs and practices. This research sets out to gain insight into the beliefs and practices of secondary school teachers about teaching of Islamiat. A case study of one teacher from Private Schools in Karachi, Sindh and six students (students of research participant in Class viii were selected purposefully and randomly respectively). The teacher was viewed to be knowledgeable and experienced about Islamite teaching by virtue of her profession, the school was selected to represent a private school that was influenced by one of the religious community. Data were mainly collected by means of semi-structured interviews, informal discussions and classroom observations, which utilized in-depth, open-ended questions to yield teacher's past and present experiences, current beliefs and teaching practices. The findings revealed the following: the teacher (Kiran) appeared to believe that reason is the cornerstone for teaching Islam to students. Students should be taught, on the basis of reason otherwise their minds could be manipulated. However, she was had view that it is not possible for a teacher to have full command over the subject or be fully knowledgeable of about all the questions students have. However, the teacher can sincerely work hard to know much about Islam by reading different authors, particularly the Quran, without translation, as she tells that translation is influenced by personal bias.

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