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Follow-Up Support for Graduates of Aku-Ieds Visiting Teachers Program in Their School Contexts

Thesis Info

Author

Khan, Farman Nisa Mir

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

1676727937222

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Without consistent follow-up support in school contexts teachers learning from the training program can be a piecemeal experience for teachers who may find it difficult to apply their learning in their classrooms. Continuous school improvement begins when school based follow-up support is available for teachers with the training program, such as peer coaching, mentoring, self reflection, time and resources, professional autonomy to make decision in their classrooms and so on. Follow-up visits from teacher educators also support the effective implementation of the strategies presented in the training program. This study was conducted to understand stakeholders' perceptions of follow-up support. The study explored the kinds of follow-up support available for graduates of the VT program at AKU-IED in the two sample school contexts. Further more it discusses the effectiveness of the available formal follow-up strategies for the Visiting Teachers (VTs) to implement their learning from the training program. The data was gathered from VTs, principals, vice principals and one of the directors through interviews and informal conversations. Observations were also undertaken of VTs classrooms teaching and their interactions with other staff members. For this study I used case study approach within qualitative paradigm. The study reports that VTs are considered as experts in their school contexts because they have given the responsibility of peer coaching and mentoring to the other teachers, which results in extra workload and time constraints for VTs to implement their learning from the program. Workload and time constraints move away teachers from reflecting on their practice. The study reveals that, supportive and collaborative school culture is crucial with the formal structures of follow-up support. This can be done with the administrations providing time for and encouraging collegial interaction, sharing of knowledge and skills and learning together through giving feedback to each other. Time availability and collaborative environment encourage VT teachers to implement their learning even in the absence of any follow-up support for this purpose.
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طاہر طیب

دروازے پر دستک ہوئی۔۔۔ وے بشیرے  !او جا ویکھ ۔۔کون آیا ہے باپ نے آواز لگائی۔۔جی ابا!۔۔ آیا بھئی آیا۔ ۔ ۔   دروازہ کھولا تو  سامنے خلیفہ کھڑا تھا۔۔۔ جی سائیں خلیفہ  بولیں۔۔۔  اس نے پیغام دیا  کہ جمعرات کو  پیر سائیں  آئیں  گے۔۔ یہ کہہ کر وہ چلا گیا۔۔۔بشیردروازہ بند کر کے آیا اور بولا  ۔۔ابا جی ۔۔۔ پیر سائیں آئیں گے  خلیفہ نے بتایا ۔۔۔ باپ نے پوچھا کب ۔۔۔ جمعرات کو ۔۔۔باپ نے سب گھر والوں کو  جمع کیا۔۔۔او نصیرے۔۔وزیرے۔ ۔۔ سب ادھر آ جاؤ۔۔۔۔سب آگئے۔۔۔پیر سائیں جمعرات کو ہمارے مہمان ہیں۔

ابا جی  پیر سائیں تو پہلے فصل  کے پکنے پر آتے  تھے ۔۔۔اس بار اتنی جلدی۔۔۔وزیرے نے حیرت سے پوچھا۔۔۔او وزیر ے ، آ! ۔۔،تو اپنی  بک بک بند کر ۔۔۔ پیر سائیں کی مرضی جب آئیں۔۔۔ مالک ہیں ۔۔۔وہ ہمارے ۔۔۔ ابا نے غصے سے کہا!۔۔۔سب کو سانپ سونگھ گیا ہو جیسے۔

وہ بھی کیا دن تھے  کہ جب بڑے  بولتے تو باقی سب  چپ کرکے سنتے ۔۔ اب تو بڑے اس انتظار میں ہوتے ہیں کہ کب چھوٹوں کاموڈ  ٹھیک ہو تو وہ بولیں ۔۔۔۔ابا نے اٹھتے ہوئے کہا ۔۔۔۔ ہاں ان کے حقے پانی کا خاص خیال رکھنا ہے۔۔ ۔ میں   ان کے لیے کچھ نذرانے کا بندوبست کرتا ہوں ۔۔۔۔صبح ہوئی تو ابا نے گائے کھولی اور اسے لے کر جانے لگا۔۔ ۔ وزیرے نے کہا ۔۔۔ابا کہا ں جا رہے ہو ۔۔ ابا نے جواب دیا ۔اسے بیجنے ۔۔۔ پیر سائیں کو نذرانہ بھی تو دینا ہے۔۔ ۔ میں  چلوں ۔۔۔ابا کی آنکھ کو  دیکھ کر۔۔۔ وزیراسمجھ گیا کہ  جواب ۔۔۔نہیں کا ہے ۔

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Purpose of the study was to reflect great contributions of Dar ul Uloom Deouband. After the end of Independence War 1857, three factors endangered the Muslims of India religiously and educationally. Firstly, the Christian missionaries who thought that after the political downfall Muslims would convert themselves to Christianity. Secondly, the missionaries were proclaiming blasphemy about Islam and the Holy Prophet Muhammad Sallalaho Alaha Wasalam. In this regard, William Mure wrote a notorious blasphemous book about which Sir Syed said, “Alas! We like to die.” Thirdly, in these circumstances the doubts of Muslims were increasing that Muslim may not be converted to Christianity but it may create hatred from Islamic ideology.  Just to cope up with these dangers, various educational movements came into being; one of them is Deouband Movement. As a result of the efforts by Dar ul Uloom Deouband, Muslims were able to save their Din and eman.

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