Between Tradition and Modernity: A Qualitative Inquiry into Teachers’ Professional Learning in Pesantren
DOI:
https://doi.org/10.21111/at-tadib.v20i2.38Kata Kunci:
Islamic boarding school, Islamic education, teacher professional development, tradition, modernityAbstrak
Islamic boarding schools (pesantren) face the challenge of integrating modern educational approaches while preserving deeply rooted Islamic values and traditions. In this context, teacher professional development becomes essential in bridging the gap between tradition and modernity within pesantren education. Purpose. This study aims to explore teachers’ experiences, challenges, and strategies in developing their professionalism within the pesantren environment amid contemporary educational changes. Method. This research employed a qualitative case study approach. Data were collected through interviews, observations, and document analysis involving teachers in pesantren institutions. The data were analyzed using thematic analysis to identify recurring patterns and meanings emerging from participants’ narratives. Findings. The findings reveal that teacher professional development in pesantren is shaped by three major factors: the integration of traditional Islamic values with modern pedagogical competencies, institutional support through religious and academic activities, and teachers’ adaptive strategies in responding to educational transformation. Teachers developed professionalism through continuous learning, role modeling, collaborative culture, and participation in both formal and informal training programs. Conclusion. This study concludes that professional development in pesantren requires a balanced integration between traditional values and modern educational competencies. Originality. This study offers a contextual understanding of teacher professional development within the unique socio-religious culture of pesantren education.
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