چھتری زمیندار
وسط اپریل گذشتہ میں بمقام بردوان ایک چھتری زمیندار نے ۶ بجے شام کو وفات پائی، متوفی کا تعلق چونکہ سورج بنسی خاندان سے تھا، اس لئے نعش شب میں نہیں جلائی جاسکتی تھی، دوسرے روز صبح سویرے متوفی کے ایک عزیز نے نعش کا فوٹو لیا، لیکن جب فوٹو تیار ہوا تو اس میں پانچ شکلیں اور بھی نظر آئیں، جن میں سے ایک شکل مرحوم کی زوجہ متوفیہ اور ایک مرحوم کے بچہ کی پہچانی گئی، جس کا مدت ہوئے انتقال ہوچکا ہے، باقی تین شکلیں بہت دھندلی آئی ہیں، ان کی شناخت نہ ہوسکی، بنگال کے اخبارات اس روایت کے ذمہ دار ہیں، اور بنگال کے سائنٹفک حلقوں میں اس خبر نے ایک خاص تحریک پیدا کردی ہے۔ (مئی ۱۹۲۰ء)
After the Prophets of Allah Almighty, the most sacred class of mankind is the class of Prophet Muhammad's Companions. Those are the people who had seen the prophet of Islam with their naked eyes, remained in his companionship and got the heights of knowledge and actions and proved to be a great example of character by attaining the image of Prophet Muhammad's model of excellence. Another class which, like the companions of Prophet (pbuh), deserves such honor is the class of Tabe’en (The followers of the Companions). Tabe'en had contributed a matchless role in the history of Islam regarding religious knowledge and literature. They had also examplary performed in social, economical, political and military services. Due to these great services they are considered the most sacred class of the Ummah after the prophet’companions. There is a list of academic and literary services ahead of the name of each person in this class. And these services are the great testimony to the greatness of these people. The prophet's companions received the religious knowledge directly from the Prophet (peace and blessings of Allah be upon him), while Tabe'en got it from the companions and then published it in the whole world. The sincere efforts performed by Tabe'en regarding Quran, Hadith, Tafseer and Islamic litrature are of so high level that no one had reached such level of sincerity in the entire history of Islam. The steps that occur after that period, regarding the development of Islamic culture are only the effects of their services. Actually ‘‘Tabe’en’’ is the only class that has spread the social, moral and spritual blessings of Islam throughout the world. That is why, it is not only the Quran that witnesses their greatness but the Prophet (peace be upon him) also praises them.
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.