مولانا ابو الکلام آزاد‌ کا تفسیری اسلوب: سورة الکہف کا خصوصی مطالعہ

Since about the middle of the 19th century, numerous attempts have been made by Muslim  scholars to interpret the Qur’ān  to the modern world. By far the largest output of literature produced in this connection, whether in the form of commentaries, critiques or articles in periodical, has been in Urdu, English and Arabic. But whatever the medium of expression employed, the net result is still is far from satisfactory.               Moulana Abul Kalam Azad (1888-1958) was one of the most notable Muslim figures in Sub-continent. The Tarjuman-al-Qur’ān  is regarded on all hands as his main contribution to Islamic learning. His original plan was to prepare side by side two companion volumes to this great of his, one entitled Tafsir-al-Bayana affording a detailed commentary of the Qur’ān, the other entitled Muqaddima, to serve as prolegomena to the Tarjuman -al-Qur’ān. The circumstances of his life did not allow him the time that he needed to execute the two projects. Moulana Azad, s thinking and philosophy about commentary of the Qur’ān  is very clear: ''Explain the Qur’ān  in the manner of the Qur’ān ''.                This paper attempts to enlighten many aspects of Moulana Azad, s commentary of Surat-al-Kahaf and explores his contribution and Comparative Analysis for other selected Urdu Tafasir of his era.

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.