Shura-infused STEM professional learning community in an Islamic School in Thailand
- PDF / 1,576,728 Bytes
- 31 Pages / 439.37 x 666.142 pts Page_size
- 66 Downloads / 127 Views
Shura‑infused STEM professional learning community in an Islamic School in Thailand Thanika Vasinayanuwatana1 · Tang Wee Teo2 · Jeerawan Ketsing1 Received: 14 August 2019 / Accepted: 7 July 2020 © Springer Nature B.V. 2020
Abstract This paper reports on a case study of a science, technology, engineering, and mathematics professional learning community (STEM PLC) that was set up to support a group of sci‑ ence teachers to teach STEM. Set in the context of an Islamic school in Southern Thailand, cultural sensitivity was invoked in forming the STEM PLC. The school offered a unique program that incorporated general education and Islamic religious courses following the Muslim way of life. Coherent with the core principles of PLC, the Islamic practice of Shura was infused into the conduct of the STEM PLC as a form of STEM teacher professional development. Based upon the descriptive and thematic analyses of the qualitative data col‑ lected during the Shuratic STEM PLC processes, we show how Shuratic practices when integrated into the PLC processes could empower teachers to change their understanding and beliefs in STEM teaching. The findings of this study have implications for educators and researchers interested to establish STEM PLC in Islamic school contexts to support and develop science teachers to accept and take on the challenge in STEM teaching. Keywords Professional learning community · STEM · Shura · Cultural sensitivities · Islamic schools
Lead editor: S. Martin * Tang Wee Teo [email protected] Thanika Vasinayanuwatana [email protected] Jeerawan Ketsing [email protected] 1
Division of Science Education, Faculty of Education, Kasetsart University, Bangkok, Thailand
2
Natural Sciences and Science Education (Academic Group), Multi‑centric Education Research and Industry STEM Education Centre, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, NIE7‑03‑83, Singapore 637616, Singapore
13
Vol.:(0123456789)
T. Vasinayanuwatana et al.
Implementing STEM education in Southern Thailand This paper examines the cultural sensitivities in forming a professional learning commu‑ nity (PLC) of science teachers to shape their understanding and beliefs about STEM teach‑ ing. Specifically, the context of this study was situated in Islamic schools at the southern border provinces of Thailand. Since 1948, the provinces of Pattani, Yala, and Narathiwat have experienced ongoing ethnic and religious separatist insurgence. These provinces are uniquely different from the rest of the country as the majority of the population is Muslims. People living there hold strong beliefs about Islam. At the Islamic schools (see “Appen‑ dix” for additional information about Thai Islamic schools and school system), religion is taught with other school subjects to promote a balanced view of life valuing religion and subject matter knowledge. The school program incorporates Islamic religious courses and general education courses, forming the core curriculum. Learning and teaching are conducted separa
Data Loading...
