A Pedagogical Framework for Teacher Discourse and Practice in Islamic Schools

Abstract

Parental expectations and understanding of what constitutes Islamic schooling are often diverse. Consequently, the ‘Islamic’ in schools tends to concentrate on compliance with expressions of the accepted norms of Islam as practised in the migrants’ original cultural context rather than an ‘Islamic’ founded in the principles of Islamic education. Currently, there is no pedagogical framework for teacher discourse and practice in Islamic schools that is consistent with the Australian Islamic context. It is proposed that the formulation of a pedagogical framework that is responsive to contemporary educational research embedded in a prophetic pedagogy could enable consistent teacher quality in Islamic schools thereby enabling the achievement of the ‘Islamic’ and enhanced student outcomes.