امام جلال الدین سیوطی كی تفسیر میں اشعار عرب سے استشہاد كا علمی جائزہ

Abstract: This paper describes that if we want to know about poetry we must understand that out of context we can never arrive at our destination. The Quran should be read and understood in totality of its message and spirit. Its verses are local and universal. Some verses are in local environments but leave universal and eternal message. The verses ofSura'h Yasin and Sura'h Najm related to poetry clearly exhibit the truth that God rejected the claim of the infidels who regarded the Quran as the book of poetry and Prophet Mohammad as a poet. The poets in general are not condemned in Sura Yasin. It is an apt reply to the infidels that the Quran is a message from God with a serious mission and motto. The Holy Prophet used to ask people to recite the holy poetry of Hazrat Abu Talib. Hassan bin Sabit used to recite "Naat" in the presence of the Prophet. Hazrat Ali was also a poet. They enhanced the divine mission of the prophets through their facile pen and noble spirit. Hence in the light of above brief dissertation, we can profess that Islam does not oppose poetry if it is written on didactic and divine lines.

Mentoring Primary School Mathematics Teachers in the Classrooms

This qualitative study, where I was involved as a researcher and mentor, with two primary school mathematics teachers, who were in the beginning of their first year, describes the mentoring process in a particular setting. I conducted the study with the research participants in their classrooms during seven-week fieldwork. The data comes from semi-structured interviews (pre and post fieldwork), descriptive and reflective field notes, audiotape transcripts and teachers' journals. I played different roles such as: a support teacher, demonstrator/teacher and a critical friend. The findings of the study show that in a context like Pakistan, where teachers often enter the teaching profession without any professional training, need support not only in pedagogy and classroom management, but also in subject matter content as well. In the context of the mentor-mentee relationship, support from an experienced teacher seemed to enable them to address the challenges that they face. The study further sheds light on a mentor-mentee relationship and the roles that a school based mentor plays in supporting beginning teachers. Mentoring, in the untrained beginning teachers' context seems to be more enactive and supportive relationship rather than an advisory one, but the question still remains whether or not schools can afford to have mentors for professional development of the beginning teachers.