CHALLENGES AND PROSPECTS OF ISLAMIC TEACHER PREPARATION IN NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Islamic education plays a crucial role in Nigeria, where Islam is one of the major religions. The effectiveness of Islamic education largely relies on the quality and preparedness of Islamic teachers. This abstract aims to provide an overview of the challenges and prospects associated with the preparation of Islamic teachers in Nigeria.
The challenges facing Islamic teacher preparation in Nigeria are multifaceted. Firstly, there is a lack of standardized curriculum and pedagogical frameworks that specifically cater to Islamic education. This absence often leads to inconsistencies in the quality of instruction across different Islamic schools and institutions. Secondly, there is a shortage of qualified Islamic education instructors. The inadequate number of trained teachers hampers the overall quality of education and limits the availability of skilled teachers in the Islamic education sector.
Furthermore, the socio-economic conditions in Nigeria pose additional challenges. Many Islamic schools struggle with limited resources, including access to modern teaching aids, libraries, and technology. The lack of funding and infrastructure impedes the implementation of effective teaching methodologies, hindering the professional development of Islamic teachers.
Despite these challenges, there are prospects for enhancing the preparation of Islamic teachers in Nigeria. Efforts are being made to establish standardized curricula and frameworks that align with Islamic principles while incorporating modern teaching methods. Additionally, initiatives are being undertaken to improve the capacity and training of Islamic education instructors through specialized programs and workshops. These endeavors aim to equip teachers with the necessary skills and knowledge to deliver quality education.
Moreover, collaborations between Islamic educational institutions, government bodies, and non-governmental organizations are being fostered to address the resource constraints. These partnerships aim to secure funding, improve infrastructure, and provide access to technological resources, thereby creating an enabling environment for effective Islamic teacher preparation.
In conclusion, the challenges confronting Islamic teacher preparation in Nigeria are substantial, encompassing issues such as curriculum standardization, teacher shortages, and resource limitations. However, there are promising prospects for improvement through initiatives focused on curriculum development, teacher training, and collaborative efforts. By addressing these challenges and capitalizing on the available prospects, Nigeria can enhance the quality of Islamic education and empower its future generations with the knowledge and skills required for a prosperous future.
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