Abstract
The intention behind this chapter is twofold. Firstly it aims at highlighting the “identity crises” within the Muslim community in Europe which has become a major issue of concern both for the host communities and those migrating. Secondly it reviews the importance of “supplementary schools” for preserving the Islamic identity and ethical values by addressing the issue of professional development within such institutions. In doing so, this chapter examines the results of a participative study carried out in the United Kingdom before the recent the COVID-19 pandemic. The study explores the provision of supplementary schooling by different Muslim ethnicities while reviewing their structure, methodology of teaching and delivery mechanisms. Considering the significance of the supplementary provision for the Muslim community in Europe, serious constructive questions are raised regarding the pedagogy encountered in such schools. Subsequently, the emphasis is placed on “instructor professional development” through invaluable links with mainstream schooling, making traditional education more meaningful and relevant to the European context and modern-day issues.
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