Historical Roots of Radicalization in Pashtun’s Society

This research article aims to trace the history of radical movements in the North-West frontier of sub-continent. Historically, radical movements have long roots in Pakhtun Society.  People recruited in different epochs from Pakhtun society branch into various freedom movements before the partition of sub-continent. Freedom movements against the Sikh, Hindu and the British lifted radical impact on Pakhtun Society before the partition of sub-continent.  Radical movements after the partition of sub-continent also established their roots in the North-West region of Pakistan. These radical movements engineered the pluralistic cultural values of Pakhtun Society. These movements have lifted radical trends in the North-West frontier of sub-continent. Pakhtuns and their cultural values were not only exposed to violence but the evolution of their culture had been disturbed.

Relationship of Teacher Educators Epistemological Beliefs and Instructional Beliefs With Instructional Practices: An Analytical Study

Teachers’ epistemological and instructional beliefs play vital role in classroom practices and curriculum implementation. This study examined the ‘Relationship of Teacher Educators’ Epistemological and Instructional Beliefs with Instructional Practices’. The objectives of this study were to measure the epistemological beliefs of teacher educators; to find out the instructional beliefs of teacher educators; to find out the instructional practices of teacher educators; to measure the relationship between epistemological beliefs and instructional beliefs of teacher educators; to measure the relationship between epistemological beliefs and instructional practices of teacher educators, to examine the relationship between instructional beliefs and instructional practices and to find out difference in the observed and self-reported instructional practices of teacher educators in teachers’ education institutions. This was a correlational study. The population of the study consisted of 211 teacher educators from Regional Institutes of Teacher Education (RITEs) and University faculty at the 09Institutes of Education and Research (IERs) in Khyber Pakhtunkhwa (KP). Data were collected from 140 teacher educators, they were selected through stratified random sampling technique at 20 RITEs and University faculty at the 09 IERs, KP Pakistan. Moreover, 34 teacher educators were randomly selected for classroom observation. Data were collected through Epistemological Beliefs Questionnaire (EBQ), Instructional Beliefs Questionnaire (IBQ), Instructional Practices Questionnaire (IPQ) and classroom observation scale. Descriptive statistics like mean standard deviation and inferential statistics, Pearson r, pair t-test were calculated for finding answers to the research objectives. The study found significant positive correlation between EB and IB; there was also positive correlation between IB and IP and there was positive and significant correlation between instructional practices and instructional beliefs. Teacher educators had low sophisticated beliefs; their beliefs about some of the dimensions of knowledge were unsophisticated. They believed in high constructivist beliefs and low level traditional instructional beliefs. There was found no significant difference in the self- reported and observed traditional instructional practices while there was significant difference in the self-reported and observed constructivist instructional practices. The study added to the knowledge on epistemological beliefs about teacher educators. The study recommends training for teacher educators in epistemological beliefs, instructional beliefs, constructivist classroom practices and consideration for the beliefs of teachers when developing a new curriculum.