46. Al-Ahqaf /The Sand Dunes
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
46:01
a. Ha. Mim.
46:02
a. The sending down of this Book – The Divine Qur’an - is from Allah.
b. The Almighty, The All-Wise.
46:03
a. WE did not create the celestial realm and the terrestrial world and whatever is between them, except for a purpose and for a specified time.
b. Yet those who disbelieve continue turning away from what they are warned about – coming of The Time of Final Judgment.
46:04
a. Say O The Prophet:
b. ‘Consider those who call on other entities apart from Allah.
c. Show me what part of the terrestrial world they have created?
d. Or do they have any partnership in the creation and maintenance of the celestial realm?
e. Bring me any form of a Scripture that came to you before this Qur’an, or any tradition of
Divine knowledge, if you are truthful.’
46:05
a. And who could be more astray/misguided than the one who calls on other entities apart from Allah-
b. those who will not respond to him even until the Time of Resurrection,
c. while they are not even aware of their being called on?
46:06
a. And when people are gathered together for the Final Judgment they – their worshipful entities - will become hostile to those who worshiped them,
b. and they are going to deny all acts of their worship.
46:07
a. But whenever OUR Messages in The Qur’an are recited to them in all their clarity,
b. those who...
The purpose of this study is to describe the implementation or application of instructional books Ta‘lim al-Muta‘allim the moral formation of students at boarding school Alkhairaat Madinatul Ilmi Dolo. The qualitative method is used as a method of approach in this study by using observation data collection, interviews, and documentation are analyzed by using the method of data reduction, data presentation, and data verification. The research indicate is result of learning book Ta‘lim al-Muta‘allim is one book that discusses the presentation on moral learning that must be owned by the students in their studies. Terpokus description on what attitudes must be done by the students in studying good relationship with the teacher (Kiai), with fellow students, as well as how it should be enacting the books (the book) he learned it. In other words, this book is a guideline or code of conduct that students succeed in their studies either in accordance with laid down by Islam. By studying the book Ta'li m al-Muta'allim such, the students should be able to practice and broadcast both inside and outside the boarding school / community. As for the implementation of Learning book Ta‘lim al-Muta‘allim the moral formation of students at boarding school Alkhairaat Madinatul Ilmi Dolo is providing direct guidance of teaching through the book, namely by providing appropriate role models that are suggested or taught by the book Ta‘lim al-Muta‘allim. Therefore, application of the Book Ta‘lim al-Muta‘allim between teachers and students in learning is usually not optimal, the influence of the factors of teachers, for example exemplary. So, it should be an important practice, not only wants his students to master learning the book but have a direct practice.
This exploratory study is about understanding the notion of becoming a teacher educator in the public sector teacher education institutions in Karachi, Pakistan. It addresses research questions such as: (a) Who are teacher educators and how do they become teacher educators in public sector institutions in Karachi, Pakistan? and (b) What do teacher educators do and how do they construe their role(s) as teacher educators?
The study was carried out in two consecutive phases. The first phase was a survey whereby data were gathered through a questionnaire administered to all teacher educators (N = 136) working in the Government Colleges of Education and Government Elementary Colleges of Education under the Provincial and City District Government systems in Karachi, Pakistan. A descriptive analysis of the data provided a macro (bigger) picture of the teacher educators' backgrounds and their work contexts. This phase also helped in identifying individuals for the micro (individual) level analysis in the second phase which was a life history study of six teacher educators working in the two systems.
Findings showcase differences with respect to teacher educators' profiles as well as availability of resources across and within the systems. It was found that individuals enter into the profession through inspiration from their own teacher educators and considering the role of teacher educators better than that of school teachers. They face challenges during the transition from school teaching to teacher education due to the demands and practices in the culture and context of the institutions. They experience duality and restrictions in their practices and establish a marginalized professional identity due to the nature of their work located in the academia of higher education as well as in the everyday life of schools. In this regard, their knowledge base seems to be tacit, stemming from their experience of teaching in schools.
The study suggests implications for policy makers to bring about changes in the recruitment and professional development of teacher educators, and to equip the institutions with required resources.