Muslim homeschooling parents' instructional practices of applying learner-centred teaching in Australia

This study explores the instructional practices implemented by two Muslim homeschooling mothers living in Australia. These mothers have homeschooled their primary-aged children for at least one year. The research aims to understand Muslim homeschooling parents' pedagogical practices to apply learner-centred teaching (LCT) to cater for students' learning needs. This study employs Weimer's LCT as its theoretical framework. 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, that is, personalised, collaborative, experiential and game-based learning. Both study participants supported children's learning needs through their chosen approaches, although their practices did not reflect all of LCT's principles. It is expected that other homeschooling parents will be able to learn from these participants' homeschooling practices.