الرؤية الإصلاحية للإمام النورسي: أثرها وامتدادها في العالم

الإصلاح عملية تقتضي مقاربة شمولية من حيث مدلولها، يلتقي فيها الجانب النظري بالتطبيقي، مع وضوح في الرؤية والمنهج، ذلك أنه يأخذ بعين الإعتبار الوضع القائم والإنطلاق منه بتثيت الصالح فيه، وتقويم ما اندرس للإنتقال به إلى وضع جديد أفضل. ومن هنا تأتي هذه الورقة العلمية لتسليط الضوء على فكر وعطاء العلامة بديع الزمان النورسي، قصد الإلمام بحيثيات مشروعه الإصلاحي، ودراسة أثره الممتد إن على المستوى الفكري أو السياسي أو الحضاري، فقد عَبَرَ النورسي بأفكاره ومُعطياته حدود الزمان والمكان، وشكّل منعطفاً حضارياً هاماً في معالجاته الشمولية لمفاهيم هذا الدين العظيم، وفي تقديمه لمشاريع إصلاحية رائدة يحتاج إليها المصلحون، وعليه لا تزال الحاجة إلى دارسات معمقة ومتتابعة ومن جوانب متعددة، لمشروعه الإصلاحي ، للإرشاد في محاولة الرقي والإستئناف الحضاري. الكلمات المفتاحية: الإمام النورسي، التجديد، الإصلاح، المنهج الإصلاحي.

Evaluation of Professional Development of Novice Teachers in the Context of Transformative Learning in Punjab

Professional development is a continuous and lifelong process of enhancing human performance. The study was conducted to evaluate the professional development of novice teachers in the context of Transformative Learning in Punjab. The study focused on investigating professional development of novice teachers in the areas of teaching methodology, classroom practices and lesson planning skills in the context of Transformative Learning. Another objective of the study was to evaluate the professional development modules for novice teachers according to the views of module developers and to compare the professional development of novice teachers with respect to their designation, academic and professional qualifications. Mixed method approach and sequential exploratory research design was used for this study. In qualitative phase of the study, interviews of master trainers and module developers of professional development program were conducted to elicit their views about professional development. In the quantitative phase, data was collected from novice teachers through structured questionnaire to gain information about transformation, if any, in the areas of lesson planning, teaching methodology and classroom practices. Observations were made to find out transformations among novice teachers as manifested in classrooms. The targeted population of this study comprised of 78,092 Novice Educators, 176 master trainers and 20 module developer of the professional development program. Through multi stage sampling technique, 1,036 trained teachers from eight selected districts of Punjab province, 10 module developers and 35 master trainers were selected as sample. Research instruments comprised two structured interview schedules for master trainers and module developers and a questionnaire and an observation check list for novice teachers. The responses of master trainers and module developers were analyzed qualitatively in light of the objectives. Data obtained through checklist and questionnaire was analyzed through one way ANOVA and independent sample t-test. It was found that a positive change occurred in lesson planning skills, teaching methodology and classroom practices of novice teachers. Module developers provided activities for Transformative Learning. It was concluded that there was no significant difference in the mean scores of novice teachers regarding professional development in the areas of lesson planning skills with respect to their designation and professional qualification. It was also concluded that there was no significant difference in the mean scores of novice teachers regarding professional development in the area of teaching methodology with respect to their designation and academic qualification. Novice Elementary School Educators and bachelor degree holder teachers were performing better in the area of classroom practices. Bachelor degree holder novice teacher were also performing better than master degree holders in the area of lesson planning .The study recommends launching lesson planning improving program for existing teachers. It is recommended for School Education Department to introduce latest classroom practices to other tiers of teachers. It is recommended for Directorate of Staff Development/Quaid-e-Azam Academy for Educational Development to work on transformation of traditional teaching methodologies to innovative teaching methodologies for all other teachers at all educational levels.