Pedagogical Practices of Asatidz in Selected Arabic Language and Islamic Values Education Schools in Metro Manila

Teacher‘s pedagogical practice is one of the most important factors in the teaching and learning process. However, most of the Asatidz or Madrasah teachers who implement the Arabic Language and Islamic Values Educaton (ALIVE) program are not regular teachers. In addition, the Asatidz are not necessarily graduates of education course in tertiary level. As ALIVE program implementers, the Asatidz are expected to be curriculum planner, designer, implementer, and evaluator with awareness on pedagogical practices and content knowledge. The framework of this study was anchored on case study research model. Data were gathered from ten (10) Madrasah teachers who implement ALIVE program in selected public schools offering ALIVE program. Data were gathered through semi-structured individual interviews, actual classroom observation, and collection of artifacts. Analysis of gathered data revealed the factors affecting the pedagogical practices of Asatidz on self-efficacy, such as teacher‘s teaching competence, teacher‘s motivation for self-development, and student-oriented practices in the classroom; on Islamic education, such as conception of traditional teaching methodologies and practices, and foundation of Islamic knowledge; on teacher training concerning enhancement of teacher‘s instructional practices; and on mentoring, such as professional collaborative practices. In addition, the Asatidz performed several instructional strategies such as (a) direct instruction as their main instructional strategies; (b) indirect instruction; (c) experiential learning; (d) interactive instruction; and (e) independent study. The challenges faced by the Asatidz in developing and improving their pedagogical practices were influenced both by internal and external factors as revealed in the themes. Internal factors were evident such as the motivation to learn and integrate (a) technology-aided instruction as part of their pedagogical practices and handling and diversifying instructional strategies and methods among (b) multigrade learners with different age groups in the classroom. Furthermore, external factors such as the (c) program operations of the ALIVE particularly on: (1) delayed finance disbursement for support materials, and (2) lack of physical facilities were identified also.