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The Development of Teacher Education During The Muslim Period and its Relevance Today.
Education is emphasised as a duty in the holy Quran, and education is highly valued in Muslim nations. Though it was not widely practised, teachers and instructors were held in high regard. Muslim kings in India established schools (Maktabs), colleges (Madrassahs), and libraries in their territories. Students got training in the Quran, which they had to memorise, as well as reading, writing, and elementary mathematics in the maktab, which was commonly adjacent to a mosque. The medium of teaching was Persian, although Arabic was required. Grammar, rhetoric, logic, theology, philosophy, literature, jurisprudence, and sciences were all taught at madrassahs. The instructors at the maktabs were largely moulvis, although intellectual people were engaged in the madrassahs.
The teacher preparation technique was mostly beginning of what the ancient instructors practised. Good and experienced instructors with a keen eye discovered capable pupils and assigned them as tutors to watch after and teach the junior students when the teachers were away. Thus, the monitorial system was popular throughout mediaeval times as a technique of educating future instructors. Teachers were held in great regard and revered by society and their pupils. Cramming and memorising were common throughout this time period. The technique of instruction was oral. The lecturing approach was used by the professors. Students were invited to examine reference materials.
Practicals in disciplines such as medicine were also held.
Religion, logic, philosophy, and politics were all studied using analytical and inductive approaches. Despite the lack of a formal teacher training programme, instructors had a strong understanding of their roles and tasks, as well as the instructional techniques to be used.
