Professional Competencies in Light of the Philosophy of Collaborative Professional Learning Communities and Training Priorities among the Islamic Education Teachers in the Gulf Countries

Document Type : Original Article

Authors

1 1Professor of Curriculum and Instructions, Faculty of Education, Al-Azhar University.

2 2Ministry of Education, Kuwait

Abstract

        This study aimed to identify professional competencies in the context of the philosophy of collaborative professional learning communities and determine the training priorities for Islamic education teachers in the Gulf countries from their perspective, as well as from the perspectives of supervisors, experts, and specialists. The study employed a descriptive methodology to analyze educational literature related to the studied phenomenon, review relevant previous studies, and analyze their results for the benefit of achieving the current study objective. An instrument was developed to assess the importance of professional competencies and the training needs priorities for Islamic education teachers. The study selected a sample from Islamic education teachers, supervisors, and officials in the Gulf countries to gather their opinions regarding the importance of professional competencies and prioritize the professional training needs. The results revealed two types of professional competencies for the training of Islamic education teachers (general professional competencies and specific professional competencies), both of which were deemed highly important. The training priorities for general professional competencies, according to teachers, experts, and specialists, were associated with the practice of self-directed professional growth (planning, implementation, and evaluation), linking the curriculum to societal reality, developing thinking skills in students, training on collaborative professional learning development mechanisms for teachers, and modern teaching strategies and their applications in curriculum instruction. Training priorities for specific professional competencies were linked to teaching and learning the Quran (recitation, memorization, and interpretation “tafseer”), developing teachers' skills in achieving students' understanding of Quranic texts, as well as enhancing their skills in teaching Islamic doctrine, Hadith, and the biography of Prophet Muhammadm, as well as training in the application of modern methods in teaching Islamic jurisprudence. In light of the results attained, the study recommended enhancing the quality of teaching through training Islamic education teachers in the Gulf countries and providing them with professional knowledge related to the philosophy of collaborative professional learning communities, academic knowledge, and professional skills associated with teaching Islamic education.

Keywords

References

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