شبكة المعلومات العربية التربوية

The study aimed to explore the pedagogical beliefs of Islamic education teachers in the educational preparation program at the Faculty of Education at Taibah University and compare them with their counterparts of Islamic education teachers during the service through five domains: static and dynamic of the subject, the ease and difficulty, sanctity of the content of Islamic education, students’ learning and achievement, and teachers’ role as mentors. The main results of the study showed that two domains received high ratings from the respondents. These two domains are: sanctity of the content of Islamic education and teachers’ role as mentors. The researcher noted that statistical significance differences have been found in the study. The differences are attributed to gender variable in favor of female teachers versus male teachers in the domain of sanctity of the content of Islamic education and for the teachers’ role as mentors. In terms of the second variable: school’s type which a statistically significant difference has been found for the domain of ease and difficulty of the subject. The result was in favor of public school over the private one. Regarding the similarities and differences between the students in the educational preparation program versus the teachers practicing in the schools, the researcher noted that results were consistent for all the five domains of the study. The researcher concluded the study with a number of recommendations and suggestions. (Published abstract)