Masuwai Azwani, Zulkifli Hafizhah, Hamzah Mohd Isa
Faculty of Education, National University of Malaysia, Malaysia.
Heliyon. 2024 Sep 25;10(19):e38268. doi: 10.1016/j.heliyon.2024.e38268. eCollection 2024 Oct 15.
This study was conducted to explore the concept of self-assessment that must be practiced by Islamic education teachers for continuous professional development, focusing on the views of Islamic education teachers (IETs). Since, the researcher is trying to collect further information, it is appropriate to employ a qualitative approach in the form of a case study. Six participants were selected using purposive sampling techniques based on specific criteria. Participants were chosen for their extensive experience in the field of Islamic Education, which provides them with versatility and knowledge of the practices of educators teaching Islamic Education. Data were collected through semi-structured interviews conducted face-to-face and online. The findings revealed six themes: 1) the meaning of self-assessment, 2) the purpose of self-assessment, 3) aspects of self-assessment, 4) timing for conducting self-assessment, 5) the qualities of teachers who practice self-assessment, and 6) challenges in implementing self-assessment. Participants endeavored to enhance understanding of self-assessment practices by offering examples from various teaching roles and situations. Self-assessment plays a crucial role in cultivating reflective thinking and self-awareness among IETs, promoting positive and transformative changes in their professional journey. It fosters enthusiasm and encourages personal growth, thereby enhancing teaching practices within Islamic education. Self-assessment should ideally occur immediately after lessons or in response to specific events, and it is beneficial to be practiced continuously to ensure ongoing improvement and adaptability. Teachers who engage in self-assessment demonstrate a commitment to personal and professional development, contributing to a positive educational environment. Despite challenges, self-assessment empowers teachers to make informed decisions for improvement based on evaluation outcomes. This study serves as a crucial guideline and informational resource for IETs to align their professional development with current needs and advancements.
本研究旨在探讨伊斯兰教育教师为实现持续专业发展而必须践行的自我评估概念，重点关注伊斯兰教育教师的观点。由于研究者试图收集更多信息，采用案例研究这种定性方法是合适的。基于特定标准，运用目的抽样技术选取了六名参与者。之所以选择这些参与者，是因为他们在伊斯兰教育领域拥有丰富经验，这使他们具备多样性以及对伊斯兰教育教学实践的了解。通过面对面和在线进行的半结构化访谈收集数据。研究结果揭示了六个主题：1）自我评估的含义，2）自我评估的目的，3）自我评估的方面，4）进行自我评估的时机，5）践行自我评估的教师的品质，以及6）实施自我评估中的挑战。参与者通过提供来自各种教学角色和情境的示例，努力增进对自我评估实践的理解。自我评估在培养伊斯兰教育教师的反思性思维和自我意识方面发挥着关键作用，促进他们职业发展中的积极和变革性变化。它激发热情并鼓励个人成长，从而提升伊斯兰教育中的教学实践。自我评估理想情况下应在课程结束后立即进行或针对特定事件进行，持续践行有助于确保不断改进和适应能力。进行自我评估的教师展现出对个人和职业发展的承诺，有助于营造积极的教育环境。尽管存在挑战，但自我评估使教师能够根据评估结果做出明智的改进决策。本研究为伊斯兰教育教师使其专业发展与当前需求和进步保持一致提供了关键指导方针和信息资源。
