عِبَادَتْ اور اسْتِعانَتْ سورۃ الفاتحۃ کی روشنی میں

Sūrah al Fātiḥa it is a short Sūrah, yet full of facts and meanings, sweat and heart provoking. This Sūrah is the title of the Qur‘ān and the whole Qur‘ān is its explanation. The fundamental objectives of Qur‘ān, faith and good deeds have been explained in this Sūrah. That is why this Sūrah is also proclaimed as “Umm al Kitāb” and “Umm al Qur‘ān”. Its Scripture is related to worship and help. The worship proceeds to seeking help. The word worship has three meanings: devotion, slavery and submission. Allah Almighty, time and again, ordered towards His submission and worship in the Holy Qur‘ān. It is the esteem of worship on which Allah has honored His Prophet. He is the real Lord and all blessings and powers are for Him. He is Lord of lives and we should have trust in Him and seek help from Him. The separation, individuality and solitude are prohibited in Islam. The verses of Sūrah al Fātiḥa (و ایاک نستعین ایاک نعبد) gives the massage of congregation which is the solution of disturbance and riot. Who so ever wants to go paradise, should have attach to the Ummah.

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.