TEACHING METHODS OF ISLAMIC HISTORY SUBJECTS IN AFGHANISTAN: : An analysis of Teachers’ perception of Teaching Islamic History subject at Sayed Jamal-u-Din Teacher Training College and Madrasas in Kabul city.

Abstract: The overall goal of this research is to analyze the perception of teachers in applying teaching methods while teaching Islamic History subject in a Teacher Training College and two Madrasas (one male and one female) in Kabul city. The aim is to find out if the subject of history is taught as per the ministry of education (MoE) teaching rules and regulations. Moreover, the purpose of teaching at these institutes and the common problems faced by them are also investigated. In order to answer these questions, a questionnaire was designed and distributed among 100 History teachers from Sayed Jamal-u-Din Teacher Training College and its relevant 14 districts Teacher Training Colleges and mentioned Madrasas in Kabul city that follows the same curriculum and textbooks. After collecting the questionnaires, 75% response rate was achieved. The output of the survey was arranged in categories in excel sheet based on three main research questions. Then, some tables were designed for presenting the frequencies and the percentages of the data and later it was used for the analysis collected data. Being explicit about teaching a subject makes it more interesting and motivates the students to learn it for a reason. As a result, recalling it is easier for learners. Therefore, it is very important for teachers to share the purpose of history with their students. Regarding the methods, the most common approach preferred by teachers was to lecture. Though lecture is not avoidable but it is under criticism for being biased and one way of transferring the data. In addition, there is no opportunity for students to share their experiences, ideas and the knowledge they have achieved from the lessons. There are other methods mentioned by teachers such as group work, discussion and students seminars, which are based on constructive approach. These methods expect students to be active and discuss and debate different issues and topics relevant to the lesson and at the same time observe the same phenomena from others perspectives as well. According to experienced teachers, the most common barriers in teaching Islamic History was tick textbooks as well as Arabic nature of Islamic History has mixed a lot of Arabic words into Dari version of text book. As a result, understanding the lessons becomes hard for students bearing in mind that difficult words and spelling mistakes adds up to this problem.