Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study

  • Abdul Haiy A. Sali Philippine Normal University, Philippines
  • Inero V. Ancho Philippine Normal University, Philippines
Keywords: Asatidz, Madrasah education, pedagogical reflections, practices

Abstract

The purpose of the paper was to explore the pedagogical reflections of Madrasah teachers or Asatidz as program implementers of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Metro Manila, Philippines and identify salient themes on their lived experiences on teaching and learning process. This study utilized qualitative method of research using transcendental phenomenological approach of Moustakas (1994) as adapted from Husserl (1931), employing in-depth interviews and understanding of the participants’ description of their lived experiences. The authors used purposive sampling with ten research participants across Metro Manila. There were four (4) major themes identified in the study: (1) Teacher with divine responsibility; (2) Teacher as role model; (3) Teacher equipped with pedagogical practices; (4) Student-centered approach to teaching and learning. This study provided enrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on MEP were conducted especially on instructional process and particularly in teaching and learning process in the Philippines. The results served as groundwork for more in-depth understanding of Madrasah teachers’ pedagogical practices as an integral part of the educative process.

Downloads

Download data is not yet available.

References

Abdullah, M. (2018). A pedagogical framework for teacher discourse and practice in Islamic schools. In Mohamad, A., Dylan Chown, D., and Abdullah, Muhammad (Eds). In Islamic schooling in the West: Pathways to renewal. (pp. 195–226). Palgrave Macmillan.

Akdeniz, C. (2016). Instructional process and concepts in theory and practice. Springer.

Amri, M., Bin-Tahir, S. Z., & Ahmad, S. (2017). The implementation of Islamic teaching in multiculturalism society: A case study at Pesantren schools in Indonesia. Canadian Center of Science and Education. Asian Social Science, 13(6), 125. https://doi.org/10.5539/ass.v13n6p125.

Arsad, N. (2007). A framework for integration of madrasah into the basic education (Master dissertation). Diliman: College of Education, University of the Philippines.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teaching profile. Set: Research Information for Teachers, (2), 27–34. https://doi.org/10.18296/set.0461

Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 16-45. https://doi.org/10.3389/fpsyg.2019.01645

Boransing M. B. (2006). Road map to Muslim basic education. University of the Philippines, Diliman. Retrieved from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwisl-uUsdjwAhUx7GEKHSl7BU4QFjAAegQIAhAD&url=http%3A%2F%2Fpfigshare-u-files.s3.amazonaws.com%2F2436061%2F2732ERJ.pdf&usg=AOvVaw3TcHWuauJYjzIFNT55yyNP

Caballero-Anthony M. (2007). Revisiting the Bangsamoro struggle: Contested identities and elusive peace, Asian Security, 3(2), 2007, 141-161. https://doi.org/10.1080/14799850701351425

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, SAGE.

Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(3), 120 – 138. https://doi.org/10.1177/0022487105283796

Department of Education. (2017). Policy Guidelines on Madrasah Education in the K to12 Curriculum (Dep Ed Order (DO) No. 41, s. 2017).

Eder, J. (2010). Ethnics differences, Islamic consciousness, and Muslim social integration in the Philippines. Journal of Muslim Minority Affairs, 30(3). https://doi.org/10.1080/13602004.2010.515812

Gaboy, R. G., Mabalay, M. C., Mananghaya, M. E., Mercado, M. G. M., & Romblon, B. M. (2020). Coping with the new norm: ICT-pedagogy integration awareness and competencies of TEI faculty. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 49-62. https://doi.org/10.37134/jrpptte.vol10.2.4.2020

Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517-529. https://doi.org/10.1080/0305006042000284510.

Hassoubah A. M. (1981). Teaching Arabic as a second language in the Southern Philippines: Problems and possibilities (Unpublished Master dissertation). Marawi City, Mindanao State University.

Husserl, E. (1931). Ideas. George Allen & Unwin Ltd.

Lacar, L. Q. (1994). Culture contact and national identification among Philippine Muslims, Philippine Studies, 42(4), 431-45.

Liu, W., Li, X. W., & Zou, Y. (2018). The formation of teachers’ intrinsic motivation in professional development. Integrative Psychological and Behavioral Science. 53, 418-430. https://doi.org/10.1007/s12124-018-9465-3

Marasigan, A. (2019a). Sustainability concerns of the madrasah education program: Basis for Philippine Islamic and madrasah education policy review. University of the Philippines. Retrieved from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjU9vmAs9jwAhVSPnAKHYsXAtUQFjAAegQIAhAD&url=https%3A%2F%2Fcids.up.edu.ph%2Fpublications%2Fdiscussion-papers%2F2019-series%2F2019-10%2F&usg=AOvVaw1IMqP1jVuNdMwxd5BDvU-s

Marasigan, A. (2019b), Teacher shortage and quality of madrasah education in the Philippines: An analysis of Madaris teachers’ support system and qualifications. University of the Philippines. Retrieved from https://www.google.com.ph/search=Teacher+shortage+and+quality+of+madrasah+education+in+the+Philippines%3A++An+analysis+of+Madaris+teachers%E2%80%99+support+system+and+qualifications.+&safe=strict&ei=gWimYJSyENL8wAOLr4ioDQ&oq=Teacher+shortage+and+quality+of+madrasah+education+in+the+Philippines%3A++An+analysis+of+Madaris+teachers%E2%80%99+support+system+and+qualifications.+&gs_lcp=Cgdnd3Mtd2l6EANQ4ssEWOLLBGDwzQRoAHAAeACAAQCIAQCSAQCYAQGgAQKgAQGqAQdnd3Mtd2l6wAEB&sclient=gwswiz&ved=0ahUKEwjU9vmAs9jwAhVSPnAKHYsXAtUQ4dUDCA4&uact=5#

Merriam S. B. (2009). Qualitative research a guide to design and implementation. Jossey-Bass A Willy Imprint.

Milligan J. A. (2006). The Islamization of education. Comparative Education Review, 50(3), 410-430.

Muhamat, R., Guleng M. P., & Zulkefli A. (2015). Impact of the implementation of Arabic Language and Islamic Values Education (ALIVE) in the Philippines. Educational Research Journal, 2, 27-32.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, SAGE.

Muslim Education Initiative Review Final Report (2014). Research and Development Foundation of the College of Education – University of the Philippines.

Ní Ríordáin, M., Paolucci, C., Lyons, T. (2019). Teacher professional competence: What can be learned about the knowledge and practices needed for teaching? In L. Hobbs and G. Törner (Eds.), Examining the phenomenon of “teaching out-of-field” (pp. 129-149). Springer.

OECD, 2009. Creating effective teaching and learning environments. OECD Publishing.

Olsson, T., & Roxå, T. (2012). A model promoting conceptual change in higher education – an integrated approach. In Brown, N., Jones S. M., and Adam, A. (Eds.) Research and development in higher education: Connections in higher education, 35 (pp 213 – 223). Hammondville.

Ong, E. T., Abdul Rahman, N., Wahid, R., Mohd Tajudin, N., Samad Yahya, R. A., Mazuwai, A., & Kosni, A. N. (2017). The character of teaching practices in a teacher education institution: Findings from observation checklist. Journal of Research, Policy & Practice of Teachers and Teacher Education, 7(2), 33-45. https://doi.org/10.37134/jrpptte.vol7.no2.4.2017

Pekkarinen, V., & Hirsto, L. (2017). University lecturers’ experiences of and reflections on the development of their pedagogical competency. Scandinavian Journal of Educational Research, 61(6), 735-753.

Pritchard, R. J., & Honeycut, R. L. (2007). Best practices in implementing a process approach to teaching and writing. In S. Graham, C.A. MacArthur, & J. Fritzgerald (Eds.), Best practices in writing instruction (pp. 28-49). The Guilford Press.

Refined Elementary Madrasah Curriculum. (2010). Review report on the three years implementation of ALIVE Program (2018). Department of Education. Retrieved from http://depedaliveprogram.weebly.com/download.html

Sabki A., & Hardaker, G. (2013). The madrasah concept of Islamic pedagogy. Educational Review, 65(3), 342-356. http://dx.doi.org/10.1080/00131911.2012.668873

Saevi, T. (2011). Lived relationality as fulcrum for pedagogical-ethical practice. Stud Philos Educ, 30(5), 455–461. https://doi.org/10.1080/02619768.2018.1448782

Sali, A. H. A., & Marasigan, A. (2020). Madrasah education program in the Philippines: An exploratory case study. International Journal of Comparative Education and Development, 22(3), 201-217. https://doi.org/10.1108/IJCED-06-2019-0034

Selvi, K. (2010). Teachers' competencies. International Journal of Philosophy of Culture and Axiology, 7(1), 167-175. https://doi.org/10.5840/cultura20107133

Shulman, L. (1986). To those who understand: Knowledge growth in teaching. American Educational Research Association, Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

Solaiman, S. M. (2017). Implementation of Arabic language and Islamic values education (ALIVE) in Marawi City, Philippines: Unveiling the perceptions of ALIVE teachers. Education Journal 2017, 6(1), 38-46. https://doi.org/10.11648/j.edu.20170601.15

Suciu, A. I., and Mâţă, L. (2015). Pedagogical competences - the key to efficient education. International Online Journal of Educational Sciences, 3(2), 411-423. https://doi.org/10.1177/0273475309360162

Tengku Kasim, T. S. & Abdurajak, F. (2018). Heart of learning: Pedagogical practices amongst Islamic education novice teachers in the 21st Century. Journal of Usuluddin, 46(1), 101-117. https://doi.org/http://dx.doi.org/10.1787/9789264216075-en

Tschannen-Moran, M., & Hoy, W. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

UNESCO MGIEP. (2017). Rethinking schooling for the 21st century: The state of education for peace, sustainable development and global citizenship in Asia. India: Mahatma Gandhi Institute of Education for Peace and Sustainable Development. Retrieved from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiT4O7QtNjwAhWOc3AKHR4HCQMQFjAAegQIAxAD&url=https%3A%2F%2Fbangkok.unesco.org%2Fcontent%2Frethinking-schooling-21st-century-state-education-peace-sustainable-development-and-global&usg=AOvVaw3Pmm0JdzhdNmIXVMaXI-Pa

Vieluf S., Sonja, B., & David, K. (2012), Teaching practices and pedagogical innovation: Evidence from TALIS. OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en

Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Harvard University Press.

Published
2021-05-27
How to Cite
A. Sali, A. H., & Ancho, I. V. (2021). Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 25-39. https://doi.org/10.37134/jrpptte.vol11.1.3.2021