The Muslim Homeschooling Parents’ Instructional Practices of Applying Learner-Centred Teaching in Australia

Abstract

This study explores the instructional practices implemented by two Muslim homeschooling mothers living in Australia. The research aims to gain an understanding of Muslim homeschooling parents’ pedagogical practices to apply Learner-Centred Teaching (LCT) in order to cater students’ learning needs. Regarding theoretical framework, this study employs Weimer’s LCT. The data generation is based on a case study design with semi-structured interviews. The results reveal that the participants enact contrasting curricula with four learning models, namely personalised, collaborative, experiential, and game-based learning. Finally, both participants could support children’s learning needs through their chosen approaches although their practices cannot reflect all LCT’s principles. It is expected that other homeschoolers or parents will be able to learn from these participants’ homeschooling practices.

Keywords: Homeschooling; learner-centred teaching (LCT); Muslim; instructional practices; Australia