Integration Through Transformation: Training Madrassa Teachers for Teaching English

Abstract

Schools pursuing Islamic curricula in South Asia are usually known as
madrassas. Madrassas or Islamic seminaries are an indispensable reality in
the wake of Pakistan’s socio-economic and socio-religious conditions. The
present study reports on the findings of a 'Madrassa Teachers Training
Course' for young female teachers teaching English in the madrassas across
Pakistan. The aim of the course was two-pronged; one, to bridge the gap
between conventional teaching style and modern teaching practices; and
two, to improve the communication skills of the course participants. This
action research was conducted as a mixed-method study using a triangulation
strategy to collect data. A pre-test and a post-test were administered to the
course participants (n=41) to check the progress made during the two-week
course. A questionnaire was prepared using a Likert scale with a few openended questions, to record the perceptions and beliefs of the participants
regarding various teaching practices employed/introduced during the
training. The semi-structured observation was done throughout the course to
record the level of enthusiasm and interest of the participants. The data were
analyzed through descriptive tests and several T-tests according to their
scientific nature. The results reveal that a positive attitudinal and cognitive
transformation occurred among the madrassa teachers during the course.
They show a desire to get more trainings which have implications for the
removal of mistrust attached to learning the English language. The results also
reveal the positive attitude of teachers regarding the importance of English in
the curriculum. The pre and post-tests show a notable improvement in their performance. This research can play a key role in successfully integrating the
parallel education systems and bringing the marginalized sections at par with
mainstream education in Pakistan. The findings have implications for future
pedagogy and they can also be utilized to determine the needs of madrassa
teachers in Pakistan.