Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study
DOI:
https://doi.org/10.37134/jrpptte.vol11.1.3.2021Keywords:
Asatidz, Madrasah education, pedagogical reflections, practicesAbstract
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.
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