Zulkifli Hafizhah, Tamuri Ab Halim, Azman Nor Alniza
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Institute of Teacher Education, Bangi, Malaysia.
Front Psychol. 2022 Jul 28;13:920859. doi: 10.3389/fpsyg.2022.920859. eCollection 2022.
Education during the COVID-19 pandemic required teachers to be creative because students might not be able to complete education in a normal way. However, Islamic education teachers seem to lack the skills and attitudes required for twenty-first century learning, including creative teaching. The purpose of this study is to explore if Islamic education teachers were able to teach creatively by responding to twenty-first century learning during the pandemic. A qualitative methodology was adopted using a case study design. The sample consisted of four Islamic education teachers from Putrajaya schools. Our findings illustrated that there were six themes that emerged as elements of creative teaching in twenty-first century learning. These were: student-centered learning, twenty-first century teaching, creative inspirations, creative strategies, creative activities, and alternative evaluation. This study found Islamic education teachers to be creative in teaching and it demonstrated the professional development of Islamic education teachers.
新冠疫情期间的教育要求教师具备创造力，因为学生可能无法以正常方式完成学业。然而，伊斯兰教育教师似乎缺乏21世纪学习所需的技能和态度，包括创造性教学。本研究的目的是探讨伊斯兰教育教师在疫情期间能否通过回应21世纪的学习方式进行创造性教学。采用了定性研究方法并设计了案例研究。样本包括来自布城学校的四位伊斯兰教育教师。我们的研究结果表明，出现了六个主题，作为21世纪学习中创造性教学的要素。这些主题是：以学生为中心的学习、21世纪教学、创造性灵感、创造性策略、创造性活动和替代性评价。本研究发现伊斯兰教育教师在教学中具有创造性，并展示了伊斯兰教育教师的专业发展。
