A Case Study of Malaysian Islamic Education Novice Teachers’ Experiences of Student-Centered Learning

Abstract

Given the complexities in relation to the realities of novice teachers in applying student-centred learning, this article reveals Malaysian Islamic Education novice teachers’ encounters with their student-centred learning classroom. Executing qualitative semi-structured interviews, ten Islamic Education secondary school novice teachers were selected as informants by utilising purposive sampling. Thematic analysis was utilized to analyse and present the research findings. Findings of this study revealed that even though they successfully applied the student-centred learning, they encountered several forms of struggles and challenges. Two dominant forms of conflicts emerge as themes to be discussed in this article. First, the struggles in assisting students to take responsibility of their learning and second; the challenges of implementing active learning. Findings of the study have recommended educators, especially novice teachers, to better understand and possess student centred learning skills more effectively in order to be able to build up a new generation students that is more competitive, in line with the rapid advancement of Information and Communication Technology moving into the 21^st century.