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Exploring the Contribution of Mentoring in Improving Teaching and Learning

Thesis Info

Author

Kalov, Toichubek B.

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2003

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727919970

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Producing highly skilled, competent teachers in developing countries, such as Pakistan and Kyrgyzstan, requires an on-going teacher education, training and support. A number of research studies indicate that mentoring provides a highly useful service for teachers in their continuing education. As such, mentoring has been widely accepted as a process to support beginning teachers' professional development. However, little is known in developing countries about what mentoring is, and to what extent it brings improvement in teaching and learning. Therefore, in this particular case study was designed to explore the contribution of mentoring in facilitating the beginning teachers' teaching practice and the improvement that this can bring in the students' learning outcomes, in a developing country's context. The study is largely based on interview data provided by a mentor and two mentee teachers who were the participants of this study. During the study, the mentee teachers disclosed the factors, that they perceived to be the most influential in affecting their progress as teachers. In line with many research studies, this particular research confirms that the attitude and skills of a mentor are a critical factor in raising the confidence and self-esteem of beginning teachers. The findings of the study indicate that mentoring creates a model for extending the learning process and, thus, it evolves to serve a pivotal function for nurturing the beginning teachers' professional development, in their initial years of experience in the classroom. The study pays particular attention to the impact of the mentoring process on improving the students' learning, and suggests a number of strategies for further improving the students' learning outcomes. Based on the results of the research findings, the study confirms that improvement in beginning teachers' teaching practice produces substantial improvement in students' learning outcomes. In addition, some recommendations and implications have been drawn from the study, so as to contribute to the betterment of the mentoring process in Pakistani schools and also in schools in Kyrgyzstan.
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جمہوریت سے ہی پاکستان کا مستقبل ہے

جمہوریت سے ہی پاکستان کا مستقبل ہے
ہر کس و ناکس کی پیہم جد و جہد اس کے مستقبل کے نکھار کے لیے ہوتی ہے۔ گذشتہ راصلوۃ آئندہ را احتیاط کے پیشِ نظر ماضی کو کر ید نا اہلِ لب کا شیوہ نہیں ہوتا صرف واقعات سابقہ سے حصول عبرت منشاء و مراد ہوتی ہے۔ حال کوبحسن و خوبی گزارنے کے ساتھ ساتھ مستقبل کی درخشندگی و تابندگی کے لیے کوشاں رہتے ہیں۔ جو پھر گیسوئے گیتیء استقبال میں مشاطگی کا فن سیکھ لیتا ہے۔ نابغۂ روزگارگردانا جاتا ہے۔
کوئی اپنا مستقبل سنوارتا ہے، کسی کی آواز یہ انگڑائیاں لیتی ہے کہ افراد خانہ کا مستقبل روشن ہو جائے ،کسی کی تمنایہ ہوتی ہے کہ میری قوم کا مستقبل مستنیر و منور ہو جائے ،کسی کے دل و دماغ کے کونے کھدرے میں یہ بات مہیمز ثابت ہونا شروع ہوتی ہے کہ روشن مستقبل ہی حاصل حیات ہے اور وہ اسی میں اپنی حیاتِ مستعار کے عظیم لمحات صرف کردیتا ہے۔
کتنا خوش نصیب ہے وہ شخص جو انفرادی کے بجائے اجتماعی سوچ کا حامل ہوتا ہے۔ اور پورے ملک کے لیے اس کی آرزو یہ ہوتی ہے کہ وہ درخشندہ و تابندہ مستقبل کی فضاء میں سانس لے۔ پاکستان کے مستقبل کی یہ خواہش صرف اور صرف جمہوری طرزعمل سے ہی پوری ہوسکتی ہے۔ پاکستان میں بسنے والے ہرشخص کی عزت و احترام صرف اور صرف جمہوریت سے ہی وابستہ ہے۔
جمہوریت میں ہر شخص کو گفتگو کی، تحریر کی، تقریر کی آزادی ہوتی ہے، وہ قانون کے دائرے میں رہ کر اپنی آواز ایوانوں تک پہنچا سکتا ہے، اور اُس کی حق وصداقت پر مبنی آواز سے ایوان بالا کے در و دیوار لرزنے لگتے ہیں ، ایوانوں میں موجود عوامی نمائندگان کی سوچ فلاح انسانیت کے کاموں کی تکمیل کے لیے مستعدومتحرّک ہو...

تعقبات ابن العراقي واستدراكاته في تحفة التحصيل على العلائي في جامع التحصيل

The research reveals significant insights cited by Ibn Al ‘Irāqī in his book "Toḥfah Al Taḥṣīl" on the illusions of Al-‘Alā'ī in his book "Jāmi Al Taḥṣīl". It highlights the scientific value of those illusions that Ibn Al-‘Irāqī pointed out. Several of them are related to narrators of hadith and their issues of hearing from their sheikhs. Many of those illusions are related to the chain narrators (isnad), the main text of the report (matn), or their position in the books of sunnah. There are no previous studies on this subject. I put the sequential insights I revel under headlines through which one can realize the illusions that Al-Ala'i fell in. I conclude with the perceptions that both Ibn Al-‘Iraqī and Al-‘Alā’ī have shared. I don’t mention my opinion after each insight for Ibn Al-‘Iraqī; however, my silence is an approval to what he said. When I went against him or it was important to mention any comment or information, I openly said my opinion and explained the reasons for my opposition. Some of the research findings are: Al-Ala'i ignores mentioning the narrator's gap (irsal), although Al-Mizzī mentions it in his book "Tahdhīb", or the scholars mention it before both of them.  He describes the narrator having a gap (irsāl) and attributes it to Al-Mizzī.  He added notes like "he didn't encounter him" and formulated expressions that weren’t mentioned by neither Al Dhahabī nor Al-Mizzī. He references a Ḥadīth to a book that it is not included in.

Studying Mathematical Discussion Through the Work of Other Teachers

This study concerns the use of mathematical talk in the teaching of mathematics. It looks at two teachers' pedagogical issues and how one of them translates ideas of classroom discussion into practice in mathematics lessons. Literature on group work which I had learned in the course of my M. Ed programme claimed that mathematical discussion enhances pupils' understanding of mathematics. So I planned to study these claims through the work of other teachers, Ms Husan and Mr. Rahim. The research study also considers aspects of mentoring experienced teachers and the resulting implications, and explores tensions and concerns which are a consequence of mentoring relationships. The research uses, extensively, classroom observation methods to investigate what happens as a teacher attempts to put into practice those ideas which were earlier negotiated in mentoring sessions. Data were collected by means of classroom observations (written notes about my perceptions of lessons), interviews with teachers and from teachers' diaries - written comments about lessons. Another source of data was my own personal reflections about what I saw and heard teachers doing and saying about their work. These personal accounts of what occurred, which I recorded in my reflective journal, constituted my perceptions of events. Mr. Rahim showed no interest in discussion-based methods of teaching. Although it might have been educationally sound for him to introduce changes in his pedagogy, he did not see classroom innovations as one of his immediate needs. Possibly he did not understand the objective of using group work as an instructional strategy. He was concerned about the impact of this strategy on his students. His biggest concern was time and completion of the syllabus. He lacked personal philosophy in the process of professional growth. He cited time constraints and school exams (end of year) as the major obstacles to implementing new ways of teaching. He, therefore, preferred to conserve his expository methods because they enabled him to cover a vast amount of the curriculum within short periods of time. Perhaps he took pupils' understanding of the subject matter for granted.