Abstract
Especially in Austria itself, it is estimated that in 2050 the Muslim population will be around 19.9% of the total population and the population increase will be second in Europe after Sweden with 30.6%. Interestingly again in Austria apart from being a secular country but it provides concern for Muslims to develop Islamic religious education there. Therefore, this study aimed to determine how universities in Austria prepared Islamic religion teachers at undergraduate level both in terms of models and curricula to face increasingly complex challenges and a growing number of Muslim citizens. This study used library research, while the approach used interpretative approach. The main reference source was the content on the university website that offers Islamic Religious Education programs. In addition, various sources lead to discourse and curriculum development in Austria. The number of data were displayed using descriptive statistics and described using descriptive qualitative. Then research design that would be carried out was to reveal the course content contained in the web and then reduced, especially in terms of the preparation curriculum for Islamic Religious Education teachers. Of the various courses presented were analyzed using content analysis where the important point was to take the most fundamental content that was related to the principles of curriculum development, namely contextual and responding to the challenges of the times. The results showed that the preparation of Islamic teachers in one of the colleges in Austria consists of undergraduate, graduate, and postgraduate degrees. Undergraduate program of Islamic Religious Education consists of two models, namely Bachelor’s Program Secondary School Teacher Training (General Education) – Subject: Islamic Religion and the specific name is Bachelor’s Program - Islamic Religious Education. In general, the content emphasis applied in the preparation of Islamic religious education teachers is still material-based.
Highlights
Introduction into Islamic TheologyContextual Theology Systematic Islamic Theology (Kalam) Islamic ethics (Akhlaq) Islamic Mysticism Questions of Faith in the PresentThe first model only has 4 courses related to Aqidah and Akhlaq (3 Aqidah courses and 1 Akhlaq course), while the second model has more courses, which is 7 courses (5 Aqidah courses and 2 Akhlaq courses).There are two main sources of reference for Moslems, namely Qur’an and Hadith
Research design that would be carried out was to reveal the course content contained in the web and reduced, especially in terms of the preparation curriculum for Islamic Religious Education teachers
Compared to a report released by the Ministry of Education of the Austrian Federation, in which there are 14 university colleges of teacher education, this means that only 35% of colleges hold the preparation of Catholic religious teachers at the graduate level, and at the undergraduate level, only 4 colleges or around 28%
Summary
The data above show that there are 5 universities in Austria that organize the education of prospective Catholic Religious Education teachers. Compared to a report released by the Ministry of Education of the Austrian Federation, in which there are 14 university colleges of teacher education, this means that only 35% of colleges hold the preparation of Catholic religious teachers at the graduate level, and at the undergraduate level, only 4 colleges or around 28%. Preparation is from undergraduate to graduate level. A different degree of scholarship occurs at the University of Salzburg, namely the Bachelor of Religious Education - University (B.Rel.Ed.Univ), while other colleges assign a Bachelor of Arts (BA) degree. The period of each level can be seen in the following data
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