فیض احمد فیض کا شہید ذوالفقار علی بھٹو کی پھانسی پر عوام کے نام
کبھی تو سوچنا یہ تم نے کیا کیا لوگو
یہ کس کو تم نے سرِ دار کھو دیا لوگو
ہوائے بغض و خباثت چلی تو اپنے ساتھ
اڑا کے لے گئی انصاف کی قبا اپنے ساتھ
دیا تھا صبح ِ مسرت نے اک چراغ ہمیں
اسی کو تم نے سرِ شا کھو دیا لوگو
سلا دیا جسے زنداں میں تم نے موت کی نیند
جگائے گی اسے حالات کی صدا لوگو
Jesus of Nazareth is the central figure of the Christian religion, a savior believed to be both God incarnate and a human being. He is also known as Jesus Christ, the term “Christ” meaning anointed or chosen once. Most of the details of his life are unclear, and much of what is known about his life comes from the four Gospels of the Bible. The Gospels tell the story of Jesus’s auspicious birth in a stable in Bethlehem, and then of his life as an adult, a teacher with miraculous powers who foretold his own death to his closest followers, called apostles. Jesus, betrayed by the apostle Judas, was crucified by the Romans, and his resurrection three days after his death was taken as proof of his divinity. The date of Jesus’s birth to Mary is celebrated each December 25th as Christmas Day. The occasion was used as the base year for the modern Christian calendar, though researchers now believe that earlier estimates were inexact and that Jesus was actually born between 4 B.C. And 7 B.C. The date of the crucifixion is now marked as Good Friday, and the resurrection celebrated as Easter.
A Comparative Study of Teacher Education Program in Pakistan and Turkey at Secondary Teacher training is a lynchpin of teaching learning process. Curriculum of teacher training programme
plays a vital role in its success. The study was undertaken to compare Secondary School teachers’
education programmes in Pakistan and Turkey. The study pinpointed the points of congruence and
incongruence in teacher education programmes of both the countries. The study was carried out to
achieve set objectives and research questions.Major objectives of the study were to highlight the
procedure which is being used to monitor and evaluate the model lessons; to investigate the similarities
and differences in teacher education programmes of both the countries, teaching practice facilities,
curriculum, comparison of teaching methodology, teaching faculties of Pakistan and Turkey, foreign
professional training, duration of teacher training course, monitoring and evaluation, assigning of
projects, comparison of education facilities available in both the countries and to suggest possible plan
for teacher education based on best practices of both the countries.
Research questions were framed to achieve the objectives of the study. 25 teacher trainers (13 Turkish
and 12 Pakistani) and 200 prospective teachers (100 Turkish and 100 Pakistani) were taken as sample
for the study. Two survey questionnaires were developed: one questionnaire for teacher trainers and
one for prospective teachers from Pakistan and Turkey. Survey Questionnaires were used as an
instrument for data collection and data was analyzed by using percentage and mean score. Majority of
Turkish teacher educators received foreign professional training while majority of Pakistani teacher
educators did not receive any foreign professional training. Teacher educators of both the countries
had attended seminars, workshops and conferences. Teacher educators as well as prospective teachers
of both the countries had consensus that supervision and evaluation of model lessons should be done
by a panel of examiners rather than head of institution or an individual teacher. Turkish teacher
educators were satisfied with the number of teaching staff, working conditions, funds for research ,
internet facilities and gadgets whereas Pakistani teacher educators and prospective teachers were
dissatisfied with the number of teaching staff, working conditions, funds for research, internet facilities
and gadgets. Turkish prospective teachers and teacher trainers mostly used demonstration method
whereas most of Pakistani teacher educators used lecture method. The researcher also recommended
that duration of B.Ed. should be increased to two years instead of one year.
On the basis of findings, major conclusions were drawn. The researcher gave his findings and
recommendations to attain maximum benefit of teacher training programmes in Pakistan and Turkey.