CONCEPTUAL MODEL FOR THE PROFESSIONAL DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION TEACHERS BASED ON PEDAGOGICAL CONTENT KNOWLEDGE AND REFLECTIVE PRACTICE
DOI:
https://doi.org/10.23969/jp.v11i02.44704Keywords:
Pedagogical Content Knowledge (PCK); Reflective Practice; Islamic Religious Education Teacher Professional Development; Conceptual Model; Islamic EducationAbstract
The professional development of Islamic Religious Education (PAI) teachers
continues to encounter obstacles in the integration of pedagogical competencies
with critical reflection, which leads to learning that is less adaptive to the dynamics
of modern education and is partial. The necessity of a conceptual paradigm that can
systematically connect the dimensions of knowledge and reflective practice is
suggested by this condition. It is the objective of this research to establish a
conceptual framework for the professional development of PAI instructors that is
founded on reflective practice and Pedagogical Content Knowledge (PCK). Using
library research, the research employs a qualitative approach that involves the
analysis and synthesis of pertinent literature. According to the research findings, the
integration of reflective practice and PCK results in a professional development
model that is holistic, dynamic, and cyclical. PCK serves as the cognitive
pedagogical foundation, while reflection functions as an evaluative mechanism for
continuous improvement. Teachers can cultivate learning that is more contextual,
adaptive, and meaningful through the implementation of this model. The theoretical
contributions of this research enrich the study of teacher professionalism, while also
having practical implications for policymakers, educational institutions, and teachers
in the development of more sustainable and effective professional development
strategies.
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