Conceptualizing Professionalism: Perspectives of Science and Religion Teacher Candidates in Islamic Higher Education
Keywords:
Islamic Education, Perceptions, Profesionalism, Prospective Teacher, Science
Abstract
This study explores prospective science and religion teachers' perceptions of professionalism within Islamic education at Islamic universities. Purposive sampling was used, and in-depth interviews were conducted with 17 students, including nine science majors and eight religion majors. Thematic data analysis was employed to examine the views, values, and practices that underpin their understanding of professionalism. The findings reveal that prospective Science teachers emphasize the significance of deep and applicable scientific mastery, while prospective Religion teachers prioritize moral and spiritual professionalism in teaching Islamic values. Both groups, however, concur that professionalism encompasses integrity, good teaching ethics, and a commitment to the mission of Islamic education. Factors such as the educational environment, institutional policies, and societal expectations significantly influence their perceptions. This study provides valuable insights into how professionalism is conceptualized and practiced within Islamic education, highlighting the need for more inclusive and relevant teaching approaches. These findings offer a foundation for enhancing educational policies and practices to better develop professionalism among future educators in Islamic higher education institutions.
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References
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Azorín, C., Portela, A., Nieto, J. M., & Alfageme, M. B. (2022). Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective. Journal of Professional Capital and Community, 7(4), 406–418. https://doi.org/10.1108/jpcc-08-2022-0047
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Brint, S., & Ilhan, A. O. (2022). Conceptions of Professionalism in U.S. Research Universities: Evidence from the gradSERU Survey. Minerva, 60(4), 535–565. https://doi.org/10.1007/s11024-022-09476-7
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Chan, J., & Erduran, S. (2022). The Impact of Collaboration Between Science and Religious Education Teachers on Their Understanding and Views of Argumentation. Research in Science Education, 53(1), 121–137. https://doi.org/10.1007/s11165-022-10041-1
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Conroy, J. C. (2016). Religious Education and religious literacy – a professional aspiration? British Journal of Religious Education, 38(2), 163–176. https://doi.org/10.1080/01416200.2016.1139891
Damni, A., Zebua, D. R. Y., & Fitri, B. Y. (2022). Tinjauan Sains dan Agama terhadap Vaksin SARS-Cov-2 : Sebuah Pendekatan Analisis Rasch. Symbiotic: Journal of Biological Education and Science, 3(1), 57–64. https://doi.org/10.32939/symbiotic.v3i1.61
Elfianti, M., Ferry, D., & Damni, A. (2023). Deciphering the student dilemma: The quest for passion and purpose on addmision of tadris biology department a religious higher education institutions. Jurnal Pijar Mipa, 18(6), 904–912.
Esteve-Faubel, R. P., Oller-Benitez, A., & Aparicio-Flores, M. P. (2020). Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education. Sustainability, 12(24), 10296. https://doi.org/10.3390/SU122410296
Estivalèzes, M. (2017). The professional stance of ethics and religious culture teachers in Québec. British Journal of Religious Education, 39(1), 55–74. https://doi.org/10.1080/01416200.2015.1128389
Everington, J. (2016). ‘Being professional’: RE teachers’ understandings of professionalism 1997–2014. British Journal of Religious Education, 38(2), 177–188. https://doi.org/10.1080/01416200.2016.1139892
Farrell, F. (2016). ‘Why all of a sudden do we need to teach fundamental British values?’ A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control. Journal of Education for Teaching, 42(3), 280–297. https://doi.org/10.1080/02607476.2016.1184460
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Published
2024-04-30
How to Cite
Damni, A. (2024). Conceptualizing Professionalism: Perspectives of Science and Religion Teacher Candidates in Islamic Higher Education. Symbiotic: Journal of Biological Education and Science, 4(2), 90-103. https://doi.org/10.32939/symbiotic.v4i2.125
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Articles
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