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ڈاکٹر محمد اشتیاق حسین قریشی

ڈاکٹر محمد اشتیاق حسین قریشی
پروفیسر سید علی محمد خسرو کے انتقال کے دو ہی دن بعد ڈاکٹر محمد اشتیاق حسین قریشی نے بھی ۲۶؍ اگست کو رختِ سفر باندھا اور رحلت فرماگئے۔ اناﷲ وانا الیہ راجعون۔
ڈاکٹر قریشی لکھنو کے مشہور و مقبول معالج، ہومیوپیتھی کے حاذق ڈاکٹر، دینی تعلیمی کونسل کے روح رواں، اس کے اولین کارواں کے آخری مسافر اور مختلف اصلاحی، دینی، قومی، ملی، تعلیمی اور اجتماعی تحریکوں اور تنظیموں کے ہم دم و دم ساز تھے، ان کی وفات سے جو خلا ہوا ہے، اس کا پر ہونا مشکل ہے۔
ڈاکٹر صاحب کا وطن پرتاپ گڑھ تھا، نیشنل ہومیوپیتھک کالج میں لکچرر ہوکر لکھنو تشریف لائے تو یہیں کے ہوکر رہ گئے، شدہ شدہ مولانا سید ابوالحسن علی ندویؒ سے تعلق ہوگیا جو اتنا بڑھا کہ سفر و حضر ہر جگہ ان کے ساتھ رہتے، ۱۹۶۲؁ء میں مولانا جنیوا، لندن اور اسپین وغیرہ کے سفر پر گئے تو انہیں بھی اپنے ہم راہ لے گئے، ایک عرصے تک وہ مولانا سے ایسا گھل مل کررہتے تھے کہ ان ہی کے خاندان کے فرد معلوم ہوتے تھے، مولانا کے برادر اکبر ڈاکٹر سید عبدالعلی سابق ناظم ندوۃالعلما کی بیماری کے زمانے میں بڑی دل سوزی سے ان کی خدمت کی اور وفات کے بعد ان ہی کے مطب میں پریکٹس شروع کی مگر بعد میں نخاس میں اکبر گیٹ کے پاس اپنا ذاتی مطب کھولا اور دیکھتے دیکھتے مریضوں کا ایسا تانتا بندھنے لگا کہ ظہر کی نماز کے لیے بھی فرصت نہیں ملتی تھی۔
وہ مجھ سے اکثر شکایت کرتے کہ لکھنو آکر چلے جاتے ہو نہ خود ملتے ہو، نہ ملنے کا موقع دیتے ہو، ایک مرتبہ گیارہ بارہ بجے گیا تو ہجوم دیکھ کر گھبرا گیا، کسی طرح اطلاع کرائی تو فوراً تشریف لائے اور اوپر لے گئے اور کہا...

A Phenomenological Study of the Lived Experiences of Tagumpay National High School Teachers Involved in Online Learning Action Cell Session

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.

Exploring Transfer of Teachers’ Learning from a Continuing Professional Education Mathematics to Their Teaching

The teacher role has been shifting from transmitter of knowledge into transformation of knowledge. National curriculum (2006) also emphasized on the active and innovative role of teacher to achieve the student learning outcomes. In this regard professional development of teachers plays a vital role for updating teachers' knowledge and developing teaching skills in order to cater the emerging needs of students. Many institutions are providing professional development sessions for their teachers' capacity building, among them AKU-IED is one of the significant Universities which provides better opportunities for teachers to update their knowledge and skills as standalone courses along with graduate and post graduate programmes. This study aims to explore how the teachers are applying the learning experiences added from a university (AKU-IED) based professional development (CPE) in Mathematics course into their teaching, and what type of challenges are faced by the teachers during the process of implementation of their learning. In order to facilitate the above mentioned questions the study employed Qualitative research methods. Ethnographic case study was used to get a deeper understanding of the day to day activities of the research participants including class room practices, range of teachers' professional relations with their fellow mathematic teachers and with those who had supervisory relation with them in two different private schools in Karachi. Data were collected through semi structured interviews, observations and formal and informal discussions. Observation is the main tool of data collection in ethnographic studies that is why researcher has done almost 10 observations of each participant classroom practices. The findings of the study revealed that after attending the CPE course, the participants' teachers have developed a deeper understanding of the mathematical concepts and they are applying the learned concepts in their teaching practices. Moreover, they have learned better understanding of pedagogical knowledge which has helped them to inform their teaching skills.. The findings also revealed that the practices of teachers are also influenced by teachers' prior experiences and competencies, school background and the context However, the heavy workload, time constraints and lack of resources are challenges which hinder teachers in applying the learning.
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