Course Specification Foundations of Islamic Education

Published:

B Objectives

1. Summary of the main learning outcomes for students enrolled in the course.

This course aims at introducing the foundations of Islamic Education thru studying its concepts, aims, importance, characteristics, and styles, and understanding its intended values and guidance driven from Holly Qur'an and Sunna, This course aims also at studying the Islamic Education though, practices and professional ethics.

2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use of IT or web based reference material, changes in content as a result of new research in the field)

Target

Strategy

Indicator

Invention a new unit about Islamic professional ethics

Collecting academic material.

authoring and editing .

department council endorsement.

Student's ability to practice professional ethics from Islamic prospection.

Integration concepts and applications.

Citing examples from realistic life of Muslim society.

Student's ability to apply concepts in professional practices.

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Invention a new unit about Islamic Education and contemporary society

Collecting academic material.

authoring and editing .

department council endorsement.

Student's ability to deal with modern society's problems

Development of critical thinking

Multiple points of views are studied .

Student's ability to accept an other points of views

Integration technology in teaching and learning

Power point using

Internet websites related

Student's ability to use technology

C. Course Description (Note: General description in the form to be used for the Bulletin or

1 Topics to be Covered

Topic

No of

Weeks

Contacthours

1st Unit : Introduction to Islamic Education: concepts, aims, importance and characteristics.

3

9

2nd Unit : Foundations of Islamic Education

4

12

3rd Unit ; Styles of Islamic Education

3

9

4th Unit :Islamic Education and contemporary society

2

6

5th Unit: Islamic professional ethics

1

6

2. Course components (total contact hours per semester):

Lecture: 39 hours

Tutorial:

Practical/Fieldwork/Internship:

None

Other:

None

3. Additional private study/learning hours expected for students per week. (This should be an average :for the semester not a specific requirement in each week)

None

4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired

COE (1: k : 1) understands the great Islamic values that emphasize hard and committed work and perfecting it.

COE (1: k : 2) understands Professional ethical boundaries from the Islamic perspective such as integrity and fairness while practicing teaching.

FEP (2:K:1) Understands general principles and foundations of Islamic education driven from Holly Qur'an and Sunna, and its nodular, rational, psychological, social, and ethical dimensions, and its professional applications.

COE (3:k:1) understands growth theories, its dimensions, fields, and learners' requirements including their social and cultural growth, and his role in supporting learners' growth through his work

COE (4:K:1) understands the strategies of developing critical thinking skills and problem solving.

CSFE (1:k:1) The educator has acquired a knowledge base of resources, theories, distinctions, and analytic techniques developed within the humanities, the social sciences, and the foundations of education.

CSFE (1:k:2) The educator understands the central concepts and tools of inquiry of foundational disciplines that bear on the educational process and can apply these to the formulation and review of instructional, administrative, and school leadership and governance procedures.

CSFE (2:k:1) The educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, practices, and events

CSFE (3:k:1) The educator understands how the foundations of education knowledge base of resources, theories, distinctions, and analytic techniques provides instruments for the critical analysis of education in its various forms.

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CSFE (5:k:1) The educator understands how social and cultural differences originating outside the classroom and school affect student learning.

(ii) Teaching strategies to be used to develop that knowledge

1. Lectures

2. Class discussion

(iii) Methods of assessment of knowledge acquired

1. Class participation

2. Quizzes

3. Research papers

6. Final written exam

b. Professional Skills

(i) Professional Skills to be developed

COE (1: S : 1) His professional practices are directed by Islamic teachings and values

COE (1:S : 2) becomes a role model for his students in his general and professional behaviour as a Muslim professional educator

COE (1:S :3) Performs his professional roles with fairness and integrity

FEP (2: S: 1) Verifies and analyses educational opinions and practices, and founds it according to the Islamic legislation criteria.

COE (3:S:1) designs experiences and contexts of school/educational work that supports appropriate social and cultural growth for learners and their continuous learning

COE (4:S:1) points out the shortcomings and contradiction in his professional practices, and works on using various methods to deal with problems with the goal of improving his practices for the students' benefits

CSFE (2:P:2) The educator can appraise conceptions of truth, justice, caring, and rights as they are applied in educational practice.

CSFE (2:P:3) The educator can assist the examination and development of democratic values that are based on critical study and reflection.

CSFE (3:P:2) The educator can identify and appraise educational assumptions and arrangements in a way that can lead to changes in conceptions and values.

CSFE (3:P:3) The educator uses critical judgment to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values, policies, and practices

CSFE (5:P:1) The educator can adapt instruction to incorporate recognition of social and cultural differences to the extent that it does not interfere with basic democratic principles.

CSFE (5:P:2) The educator can specify how issues such as justice, social inequality, concentrations of power, class differences, race and ethnic relations, or family and community organization affect teaching and schools.

(ii) Teaching strategies to be used to develop these Professional Skills

1. Lectures

2. Class group discussions

3. Assignments

(iii) Methods of assessment of students cognitive skills

1. Class participation

2. Presentations

3. Performance based assignments

4. Group assignments

c. Professional Dispositions

(i) Description of the Professional Dispositions to be developed

COE (1:d :1) believes in God, Holly books, and his messengers, and follows in his public and professional life the Islamic pathway

COE (1:d :2) Appreciates differences and diversity, and deal with them professionally.

FEP (2: d: 1) Appreciates various educational opinions of Muslim thinkers and its applications, and accepts differences between it.

COE (3: d: 1) appreciates the integration of the various growth aspects for learners according to their various abilities and the diversity of their cultural and social backgrounds.

COE (4:d:1) Appreciates the critical thinking, , and committed to apply it in his own practices and in the practices of his colleagues, in addition to appreciating problems solving according to scientific methods.

CSFE (1:d:1) The educator has developed habits of using this knowledge base in evaluating and formulating educational practice

CSFE (2:d:1) The educator has developed the habits of examining the normative and ethical assumptions of schooling practice and educational ideas.

CSFE (3:d:1) The educator has developed habits of critically examining educational practice in light of this knowledge base

CSFE (5:d:1) The educator is accepting of individual differences that are consistent with democratic values and responsibilities.

CSFE (5:d:2) The educator is disposed to the acceptance of human commonality within diversity.

(ii) Teaching strategies to be used to develop these Professional dispersions

1. Lectures

2. Class group discussions

3. Assignments

(iii) Methods of assessment of students Professional dispersions and capacity to carry responsibility

1. Class participation

2. Presentations

3. Performance based assignments

4. Group assignments

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

Not Applicable

(ii) Teaching strategies to be used to develop these skills

Not Applicable

(iii) Methods of assessment of students numerical and communication skills

Not Applicable

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

Not Applicable

(ii) Teaching strategies to be used to develop these skills

Not Applicable

(iii) Methods of assessment of students psychomotor skills

Not Applicable

Topics

Learning Outcomes

Conceptual Framework Items

Learning strategies

Assessment strategies

1st Unit : Introduction to Islamic Education: concepts, aims, importance and characteristics.

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Knowledge

COE (1: k : 1) understands the great Islamic values that emphasize hard and committed work and perfecting it.

CSFE (1:k:1) The educator has acquired a knowledge base of resources, theories, distinctions, and analytic techniques developed within the humanities, the social sciences, and the foundations of education.

CSFE (2:k:1) The educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, practices, and events

CSFE (5:k:1) The educator understands how social and cultural differences originating outside the classroom and school affect student learning.

Professional skills

COE (1: S : 1) His professional practices are directed by Islamic teachings and values

COE (4:S:1) points out the shortcomings and contradiction in his professional practices, and works on using various methods to deal with problems with the goal of improving his practices for the students' benefits

Professional dispositions

COE (1:d :2) Appreciates differences and diversity, and deal with them professionally.

perfection"

"integrity and fairness"

"professionalism"

"freedom"

Lectures

Class discussion

Class participation

Presentations

Performance based assignments

Group assignments

2nd Unit : Foundations of Islamic Education

Knowledge

FEP (2:K:1) Understands general principles and foundations of Islamic education driven from Holly Qur'an and Sunna, and its nodular, rational, psychological, social, and ethical dimensions, and its professional applications.

COE (3:k:1) understands growth theories, its dimensions, fields, and learners' requirements including their social and cultural growth, and his role in supporting learners' growth through his work

COE (4:K:1) understands the strategies of developing critical thinking skills and problem solving

Professional skills

COE (1: S : 1) His professional practices are directed by Islamic teachings and values

FEP (2: S: 1) Verifies and analyses educational opinions and practices, and founds it according to the Islamic legislation criteria.

CSFE (2:P:3) The educator can assist the examination and development of democratic values that are based on critical study and reflection.

COE (3:S:1) designs experiences and contexts of school/educational work that supports appropriate social and cultural growth for learners and their continuous learning

CCSFE (5:P:1) The educator can adapt instruction to incorporate recognition of social and cultural differences to the extent that it does not interfere with basic democratic principles.

CSFE (5:P:2) The educator can specify how issues such as justice, social inequality, concentrations of power, class differences, race and ethnic relations, or family and community organization affect teaching and schools.

Professional dispositions

COE (1:d :1) believes in God, Holly books, and his messengers, and follows in his public and professional life the Islamic pathway

COE (3: d: 1) appreciates the integration of the various growth aspects for learners according to their various abilities and the diversity of their cultural and social backgrounds.

CSFE (3:d:1) The educator has developed habits of critically examining educational practice in light of this knowledge base

perfection"

"integrity and fairness"

"professionalism"

"freedom"

Lectures

Class discussion

Class participation

Presentations

Performance based assignments

Group assignments

3rd Unit ; Styles of Islamic Education

Knowledge

COE (2:k:2) understands theories of learning/ instruction strategies and his role in supporting them through his work

Professional skills

COE (1: S : 1) His professional practices are directed by Islamic teachings and values

COE (4:S:1) points out the shortcomings and contradiction in his professional practices, and works on using various methods to deal with problems with the goal of improving his practices for the students' benefits

CSFE (3:P:2) The educator can identify and appraise educational assumptions and arrangements in a way that can lead to changes in conceptions and values.

Professional dispositions

CSFE (5:d:1) The educator is accepting of individual differences that are consistent with democratic values and responsibilities.

perfection"

"integrity and fairness"

"professionalism"

"freedom"

Lectures

Class discussion

Class participation

Presentations

Performance based assignments

Group assignments

4th Unit :Islamic Education and contemporary society

Knowledge

COE (4:K:1) understands the strategies of developing critical thinking skills and problem solving.

CSFE (2:k:1) The educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, practices, and events

Professional skills

CSFE (5:P:1) The educator can adapt instruction to incorporate recognition of social and cultural differences to the extent that it does not interfere with basic democratic principles.

Professional dispositions

COE (4:d:1) Appreciates the critical thinking, , and committed to apply it in his own practices and in the practices of his colleagues, in addition to appreciating problems solving according to scientific methods.

perfection"

"integrity and fairness"

"professionalism"

"freedom"

Class participation

Presentations

Performance based assignments

Group assignments

5th Unit: Islamic professional ethics

Knowledge

COE (1: k : 2) understands Professional ethical boundaries from the Islamic perspective such as integrity and fairness while practicing teaching.

CSFE (2:k:1) The educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, practices, and events

Professional skills

COE (1:S :3) Performs his professional roles with fairness and integrity

CSFE (2:P:3) The educator can assist the examination and development of democratic values that are based on critical study and reflection.

Professional dispositions

FEP (2: d: 1) Appreciates various educational opinions of Muslim thinkers and its applications, and accepts differences between it.

perfection"

"integrity and fairness"

"professionalism"

"freedom"

Lectures

Class discussion

Class participation

Presentations

Performance based assignments

Group assignments

5. Schedule of Assessment Tasks for Students During the Semester

Assessment

Assessment task (eg. essay, test, group project, examination etc.)

Week due

Proportion of Final Assessment

1

midterm

Middle of term

2

Participation

All along

3

Quizzes

All along

4

Presentations and/or papers

At the end

5

Final

Week 14

6

7

8

D. Student Support

1. Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week)

1 hour per course per week

E. Learning Resources

1. Required Text(s)

2. Essential References

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)

4-.Electronic Materials, Web Sites etc

5- Other learning material such as computer-based programs/CD, professional standards/regulations

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Lecture rooms, laboratories, etc.)

Lecture rooms

2. Computing resources

Laptop computer - projector system

3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)

Data show to facilitate going over student papers in class

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

1. End of term college evaluation of course by students ( to be collected by the department)

2. End-of-term debriefing in class of students and teacher regarding what went well and what could have gone better

3. Small group instructional diagnosis

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

1. Peer evaluation to asses ability of faculty members to work with their colleagues

2. Cass observations by supervisors

3 Processes for Improvement of Teaching

1. Workshops to develop professional skills amongst faculty members

2. Regular meetings where problems are discussed and solutions given

3. Encouragement of faculty members to attend professional development conferences

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)

1. Check marking of a sample of examination papers either by a resident or visiting faculty member

2. Students who believe they are under graded can have their papers checked

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

1. Compare syllabi and course description with candidate's proficiencies and Benchmarking Standards

2. Have a curriculum review committee to review the curriculum periodically and suggest improvements