اسلامی تعلیمات کی روشنی میں خواتین کی مثبت سرگرمیاں کا تجزیاتی مطالعہ

The status, empowerment and dignity of woman in Islam is the crucial topic in the modern times. According to Islamic point of view, men and women have been created from a one soul. The main difference between them lies in the physical structure. A woman has to bring up, train and look after kids, which is the complicated task to civilize a nation. The issue of woman`s activities in Islam, is misunderstood and distorted due to misreporting of western media and misbehavior of some Muslim families. There is a large number of women scholars in Islamic history, Dr. Akram Nadwi has compiled the biographies of ten thousand female scholars in his commendable book of forty volumes. In educational system of Islam, a woman is completely free to perform educational activities for development of her nation. In social system of Islam, a woman is honored as mother, as daughter, as sister and as wife. The first converter to Islam was a woman, “Hazrat Khadijah (R.A)”. Hazrat Ayesha (R.A) was great scholar who reported many traditions from Holy Prophet( SAW). Many female Companions of Holy prophet( SAW) have performed great deeds even in the field of battlefield. There is a strong basis in Islamic history for women`s participation in positiveand constructive activities in every walk of life. Muslim women are allowed to perform research, educational, national,  religious, social, and financial and other constructive activities. In this research paper, Islamic overview has been described upon positive and constructive activities of women in the light of Islamic teachings.

Exploring Transfer of Teachers’ Learning from a Continuing Professional Education Mathematics to Their Teaching

The teacher role has been shifting from transmitter of knowledge into transformation of knowledge. National curriculum (2006) also emphasized on the active and innovative role of teacher to achieve the student learning outcomes. In this regard professional development of teachers plays a vital role for updating teachers' knowledge and developing teaching skills in order to cater the emerging needs of students. Many institutions are providing professional development sessions for their teachers' capacity building, among them AKU-IED is one of the significant Universities which provides better opportunities for teachers to update their knowledge and skills as standalone courses along with graduate and post graduate programmes. This study aims to explore how the teachers are applying the learning experiences added from a university (AKU-IED) based professional development (CPE) in Mathematics course into their teaching, and what type of challenges are faced by the teachers during the process of implementation of their learning. In order to facilitate the above mentioned questions the study employed Qualitative research methods. Ethnographic case study was used to get a deeper understanding of the day to day activities of the research participants including class room practices, range of teachers' professional relations with their fellow mathematic teachers and with those who had supervisory relation with them in two different private schools in Karachi. Data were collected through semi structured interviews, observations and formal and informal discussions. Observation is the main tool of data collection in ethnographic studies that is why researcher has done almost 10 observations of each participant classroom practices. The findings of the study revealed that after attending the CPE course, the participants' teachers have developed a deeper understanding of the mathematical concepts and they are applying the learned concepts in their teaching practices. Moreover, they have learned better understanding of pedagogical knowledge which has helped them to inform their teaching skills.. The findings also revealed that the practices of teachers are also influenced by teachers' prior experiences and competencies, school background and the context However, the heavy workload, time constraints and lack of resources are challenges which hinder teachers in applying the learning.