ﷺ
خالق کی عنایت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
مخلوق پہ سبقت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
منشائے خدا روزِ ازل سے یہی ٹھہرا
اللہ کی چاہت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
اک خالقِ کونین تو اِک رحمتِ کونینؐ
کیا خوب رفاقت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
سننا بھی عبادت ہے تو پڑھنا بھی عبادت
قرآن کی آیت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
قرآن کے اوراقِ مقدّس کے علاوہ
ہے لوح کی زینت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
ہر سمت یہی ایک صدا گونج رہی ہے
کونین کی وسعت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
ُحُب دار ؛ محبت سے عطا کرتا ہے عرفاںـــؔ
محبوبؐ کو رفعت ’’وَرَفَعنا لَکَ ذِکرَک‘‘
A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.
The purpose of the study was to understand the classroom practices and development of Zeba, an ESL teacher. To explore her ideas, I used narrative inquiry. Narrative inquiry enables teachers not only to make sense of their professional worlds, but also to make significant and worthwhile changes within themselves and their teaching practices (Johnson & Golombek, 2002). One teacher was involved in the study. The data was collected through interviews, classroom observations and available documents. The research findings revealed that the teacher's past experiences influence her classroom practices. The teacher spent a sufficient amount of time in apprenticeship of observation, which influenced her beliefs. She follows those techniques, which her teachers used when she was a student. Secondly, the supportive context of the school in which she works enabled her to develop her classroom practices. Zeba actually learned to teach on-the-job. This experiential learning helped her in her development in her classroom practices. However, mentoring, self-directed learning through reflection writing and other formal and informal courses, like workshops, reshaped her beliefs about teaching and learning.