Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process

Abstract

The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.