Islamic perspectives on training and professional development

Hassi, Abderrahman

doi:10.1108/02621711211281816

Cited by 23 publications

(19 citation statements)

References 23 publications

(53 reference statements)

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“…However, they are unable to effectively accomplish their assignments due to issues such as regular and long gaps in their professional training and other difficulties they face in the teaching-learning process. (Hassi, 2012). These universities produced great intellectuals because of having teachers of high caliber who were trained informally and they rendered valuable contributions to their respective institutions in particular and society in general.…”

Section: Importance Of Teacher Trainingmentioning

confidence: 99%

Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions

Siddiqui

Mughal

Soomro³

et al. 2021

IJORER Int. J. Recent Educ. Res.

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Education is a key component of progress in the present-day world. But this progress cannot be made without efforts of teachers. Therefore, teacher education, in particular teacher training becomes extremely important. In this regard, several trainings programs are initiated and executed across Pakistan but the desired outcomes have not been achieved so far. Hence, this study was conducted to explore the challenges in teacher training in Pakistan and the ways through which these issues can be resolved. The sources for the data of the study were the published studies in the field in the context of Pakistan, national education policy, and other relevant literature. Based on secondary data, the study concludes that the issues with teacher training in Pakistan are administrative as well as faculty related. The findings reveal that the challenges related to policy and planning, poor induction of teachers, lack of resources in teacher training institutions, demotivation among teachers, and unequal distribution of skilled and productive teachers, dual training system and infrequent trainings. These issues can be fixed by fostering encouraging environment, ensuring accountability and merit, providing necessary resources, systematizing professional training programs and their continuation. The findings of this study will, therefore, positively guide policymakers to develop the right and effective policy to improve the standard of teacher education in the country.

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Section: Importance Of Teacher Trainingmentioning

confidence: 99%

Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions

Siddiqui

Mughal

Soomro³

et al. 2021

IJORER Int. J. Recent Educ. Res.

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“…(Günther 2006, p. 370) The principles of good or ideal leadership and administration that humanism aims at in its preparation of officials discussed above apply equally to those in the educational sector. The classical Islamic tradition has been explored for its role in schools connected to the leadership of the governing powers and their administrators including the role of humanist texts and the style of education used such as the 'work-study course' practice (Hassi 2012;Kashif et al 2015;Makdisi 1990). Arar and Haj-Yehia (2018) have investigated conceptions of Islamic medieval educational leadership and its potential value to contemporary multiculturalism.…”

Section: The Humanistic Ideal Of Islamic Educational Administration and Leadershipmentioning

confidence: 99%

The Humanist Roots of Islamic Administration and Leadership for Education: Philosophical Foundations for Intercultural and Transcultural Teaching

Samier

2019

Teaching Educational Leadership in Muslim Countries

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This chapter examines the Islamic humanist tradition as it relates to the teaching of educational administration and leadership in a Muslim context, with implications for intercultural and transcultural use and to show correspondences with Western humanism. The initial section is a comparison of the central principles of the Islamic humanist tradition from the classical through to contemporary times with the Western humanist tradition as they relate to conceptions of the good, ethics, the construction of meaning and a set of higher order values predicated upon human dignity, integrity, empathy, well-being, and the public good. In both, professions are viewed as meaningful work that allow for large measures of decision making, and are grounded in human qualities and needs including autonomy, freedom and emancipation balanced with responsibilities, obligations and duties to society. These are compared with principles of knowledge in Western humanism. Secondly, the chapter examines the principles of good or ideal leadership and administration that humanism aims at in its preparation of officials, including those in the educational sector in the classical Islamic tradition. The chapter concludes with a discussion of how the Islamic humanist tradition can contribute to intercultural and transcultural graduate teaching in international educational administration.

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“…Islam is not only a religion instructing to pray, worship and do some rituals, but also a way of life concerning every aspect of the existence of individuals, groups and societies. As a part of its goals, Islam regards developing human beings as one of its supreme moral values (Hassi, 2012). Earning a living by doing halal jobs (lawful and permissible) is an important part of one's role as a Muslim.…”

Section: Religion and Spirituality In Business Coachingmentioning

confidence: 99%

Islamic Business Coaching From the Perspective of Indonesian Coaches

Sholahuddin

Abdullah

Barom

et al. 2019

IJMTSS

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In an increasingly competitive era of trade, training is insufficient to help solve business problems and challenges that often change daily. Meanwhile, business professionals realize that the coaching process used for the past dozen years by athletes, orators, and artists to improve their performance can also be used to help entrepreneurs to help accelerate business goals and personal success. Organizations that offer coaching have grown rapidly over the past decade. Even though in Indonesia, several coaching Islamic businesses have their communities, until now there is limited literature on Islamic business coaching. This study develops definitions for Islamic business coaching along with its characteristics for the Indonesian setting. This was achieved using qualitative research. Data were collected by interviewing 5 Islamic Indonesian master coaches. The recording of interviews was transcribed and coded. Then, those were analyzed with content analysis. The paper concludes that Islamic business coaching differs from conventional coaching due to being based on Islamic religiosity and principles. In Addition, the characteristics of Islamic business coaching include Islamic business coach’s role, Islamic business coaching session focus, and Islamic business coaching results.

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Islamic perspectives on training and professional development

Cited by 23 publications

References 23 publications

Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions

Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions

The Humanist Roots of Islamic Administration and Leadership for Education: Philosophical Foundations for Intercultural and Transcultural Teaching

Islamic Business Coaching From the Perspective of Indonesian Coaches

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