Teacher Training in Islamic Educational Contexts: Enhancing Pedagogical, Spiritual, and Intellectual Competence

Abstract

This study explores teacher training in Islamic educational contexts with a focus on enhancing pedagogical, spiritual, and intellectual competence as integrated dimensions of professional development. Islamic education faces increasing demands to improve instructional quality while maintaining its ethical and spiritual foundations, making comprehensive teacher preparation a critical concern. The research employs a qualitative, library-based method using a conceptual–interpretative approach. Data were drawn from classical Islamic educational texts, contemporary scholarly literature, and institutional documents related to teacher education. Data analysis was conducted through qualitative content analysis and hermeneutic interpretation to identify key themes, patterns, and conceptual frameworks relevant to teacher competence. The results indicate that effective teacher training in Islamic contexts is characterized by the balanced integration of pedagogical skills, spiritual formation, and intellectual engagement. The discussion reveals that pedagogical practice is value-oriented, spiritual development functions as a foundation of professional integrity, and intellectual competence enables critical and contextual engagement with knowledge. When these dimensions are integrated, teacher training contributes to improved educational quality and holistic student development. In conclusion, the study affirms that teacher training in Islamic educational contexts must move beyond technical instruction toward a holistic and intentional model that cultivates skilled, ethical, and reflective educators capable of sustaining the relevance and transformative mission of Islamic education in contemporary society.