حدیث افتراق اور اتحاد امت عصر حاضر كے تناظر ميں تجزياتى مطالعہ

Was divided into 72 firaq and my Ummat will be divided into 73 firaq. According the Muslim scholars, this figure contains interpretation and must be understood in broad based concepts of other ’Aḥādīth, teachings of Quran and objectives of Sharīʻah. For better understanding of underlying theme, the author has divided the article into four steps. First step dealt with the meanings of firaq and Ummah. In Second step, chain and text of ’Aḥādīth has been described. In Third step, opinion of scholars, Mujtahids have been quoted and in the end recommendations and suggestions are given.

Challenges and Possibilities of Pdts’ Diverse Roles and Responsibilities

The Master in Education (M.Ed.) is a core programme of the AKU-IED. Its purpose is to prepare Professional Development Teachers (PDTs) who are “exemplary teachers”, “researchers” and “teacher educators” and whose primary role is that of working as change agents in their schools on their return from AKU-IED. They are at the forefront of educational reform as they are constantly “rocking the boat” and “breaking the mould” during their attempts to try new things, take risks, encourage innovations and modify instructional practices (Stringfield, 1994, p.157). In this role, PDTs encounter the challenges and possibilities of their role in their respective contexts and face successes and failures, hopes and disappointments. I was interested in this topic because of my professional background of working as a teacher educator, and my exposure to the M.Ed. programme at the IED in different modules. Working with PDTs in their settings persuaded me to conduct the study on this topic. The ultimate purpose of this study was to explore how PDTs resolve challenges while performing their diverse roles and responsibilities in their contexts. This study was conducted in six of IED's cooperating schools from which the sample of the six M.Ed. graduates in three different systems i.e., government, private and AKES in Karachi, were involved. The fieldwork lasted for five weeks in which I applied the qualitative research paradigm and used a survey and semi-structured interviews to collect data I also maintained field notes and memos. This study suggests that PDTs' role performance is affected by some factors like role ambiguity or overload, teacher resistance, dilemmas of teacher education, limitation in conducting research, etc. The study has revealed that the PDTs have significantly contributed to developing teachers professionally in their schools with the eventual impact on whole school improvement. Finally, this study presents a few recommendations and implications for IED's future programmes, school administration and the PDTs as well.