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تقریظ سوم

تقریظ سوئم
بسم اللہ الرحمن الرحیم
نحمدہ ونصلی علی رسولہِ الکریم
مُوصوف ایک علمی گھرانے سے تعلق رکھتے ہیں۔ دینی علوم کے حوالے سے ان کے بزرگوں کی خدمات اظہر من الشمس ہیں ۔اِن کی کتاب ــ ’’ نسیم سخن‘‘ ایک علمی خزانہ ہے اِس میں طلبا و طالبات کے لیے متعدد تقاریر شامل کی گئی ہیں۔ جو اپنی نظیرآپ ہیں حافظ محمد اکرم راشدؔ نے دیگر کتب اور مضامین سے خوشہ چینی کی بجائے فی البدیہہ مواد پیش کرنے کی مساعی جمیلہ کی ہے ۔ اِ ن کی تحریر میں چاشنی اور ندرت ہے۔ اِن کی تقاریر جو’’نسیم سخن ‘‘کے نام سے زیورِ طباعت سے مرصعّ ومزیّن ہو رہی ہیں عام قاری کے لیے بالعموم اور طلبا و طالبات کے لیے بالخصوص ممدو معاون ثابت ہوں گی۔ ادارہ کے مقابلہ جات ہوں یا ضلعی اور ڈویژن لیول کے مقابلہ جات ’’نسیم سخن‘‘ میں شامل شدہ تقاریر کفایت کریں گی ۔ یہ طلباء کے لیے نعمت مترقبہ سے کم نہ ہے ۔ موصوف کا ادبی دنیا میں ایک نام ہے اِ ن کو دیکھ کر متقدمین ادباء کی یاد تازہ ہو جاتی ہے ۔ دورانِ ملازمت بھی ادبی پروگرام کے حوالے سے محکمہ تعلیم میں اِن کی تحریریں محو گردش رہی ہیں ۔ اور انعام و اکرام کی حقدار گردانی گئی ہیں۔
اللہ تعالیٰ اِن کو مزید ایسے شاہ پارے پیش کرنے کی توفیق عطا فرمائے ۔
رانا محمد اظہر خاں
چیف ایگزیکٹو آفیسر (ایجوکیشن)
ڈسٹرکٹ ایجوکیشن اتھار ٹی ، رحیم یار خاں

 

نہ تخت و تاج میں نے لشکر و سپاہ میں ہے
جو بات مردِ قلندر کی بارگاہ میںہے
وہی جہاں ہے ترا جس کو تو کرے پیدا
یہ سنگ و خشت نہیں جو تری نگاہ میں ہے
علامہ محمد اقبالؔ

امن کے علمی مراکز: رکاوٹیں اور حل: سیرت طیبہ کی روشنی میں

The first ever educational institute established by the Prophet Muḥammad (ﷺ) at Masjid al-Nabawī was known as “al-Ṣuffah”. In the present world, both the Islamic religious institutes (Madāris) and the secular educational institutes can play a vital role for the promotion of peace in the society. In the perspective of the subcontinent, both, the Dāru’l ‘Ulūm Deoband and the ‘Alī Gaṛh University produced peace loving people, who later achieved freedom for the Muslims of south Asia. The Pakistani secular schools are mostly peace loving. They are producing human resources, which are ruling and serving the country. On the other hand, the religious schools have become the hub of religious extremism. However, such fanatics are found in both the educational systems. Learn to (صلى الله عليه وسلم) prophet our of Sunnah the follow to need We the lesson of peace from the examples of the conquest of Makkah, the battle of the trench and from Mīthāq al-Madīnah and many other. (صلى الله عليه وسلم) prophet the by peace for taken steps

Exploring Changes in Teachers Thinking During a Mathematics Vt Program

A multiple case study design was used to investigate the nature of changes in teachers' thinking about teaching and learning of mathematics during a mathematics VT (Visiting Teacher) program. The VT program is a two-month professional development program for teachers offered by the Institute for Educational Development. The fieldwork of the study was carried out during the entire period that the VT program was going on. The researcher was a participant observer in the program and used the observations, interviews, informal conversations and documents to gather data from four participants who served as the study sample. The study found that the VTs began with limited notions of the nature of mathematics, how mathematics should be taught and how children learn. During the program, there was evidence of significant changes in their thinking. For example, two of the VTs began to make links between areas of mathematics and began to develop a deeper understanding of the concepts. One VT's thinking changed markedly in relation to students' cognition and began to question how students learn. One of the VTs moved from a formalized perception of mathematics to an awareness of how mathematics is generated. Several themes emerged from a cross-case analysis. First, there was evidence of tacit learning, that is, changes in the teachers' thinking that the teachers did not recognize or acknowledge. Next, although teachers' thinking had changed, their epistemological constructs remained intractable, which may have led to a lack of awareness of changes in their thinking. Then, a factor that colored the perceptions of the VTs thinking was the challenges in their context. Lastly, all the four participants developed confidence, which may have an emancipatory nature. While the confidence developed in various forms, all acknowledged it to be a result of the environment in the program. The implications of the study are discussed in the end, together with recommendations and suggestions for further research.
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