An Autoethnography of an Islamic Teacher Education Programme
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-01-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/1/90 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832588606807474176 |
|---|---|
| author | Ozan Angin |
| author_facet | Ozan Angin |
| author_sort | Ozan Angin |
| collection | DOAJ |
| description | This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and Faithful Praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s Faithful Praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalization, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic Integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed. |
| format | Article |
| id | doaj-art-16471c21067749408254279a39c3915e |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-16471c21067749408254279a39c3915e2025-01-24T13:30:33ZengMDPI AGEducation Sciences2227-71022025-01-011519010.3390/educsci15010090An Autoethnography of an Islamic Teacher Education ProgrammeOzan Angin0School of Humanities, University of New England, Armidale, NSW 2350, AustraliaThis article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and Faithful Praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s Faithful Praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalization, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic Integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed.https://www.mdpi.com/2227-7102/15/1/90Islamic Pedagogyautoethnographyfaithful praxisepistemic reflexivityfaith-based teacher educationIslamic worldview |
| spellingShingle | Ozan Angin An Autoethnography of an Islamic Teacher Education Programme Education Sciences Islamic Pedagogy autoethnography faithful praxis epistemic reflexivity faith-based teacher education Islamic worldview |
| title | An Autoethnography of an Islamic Teacher Education Programme |
| title_full | An Autoethnography of an Islamic Teacher Education Programme |
| title_fullStr | An Autoethnography of an Islamic Teacher Education Programme |
| title_full_unstemmed | An Autoethnography of an Islamic Teacher Education Programme |
| title_short | An Autoethnography of an Islamic Teacher Education Programme |
| title_sort | autoethnography of an islamic teacher education programme |
| topic | Islamic Pedagogy autoethnography faithful praxis epistemic reflexivity faith-based teacher education Islamic worldview |
| url | https://www.mdpi.com/2227-7102/15/1/90 |
| work_keys_str_mv | AT ozanangin anautoethnographyofanislamicteachereducationprogramme AT ozanangin autoethnographyofanislamicteachereducationprogramme |