اسلامی معیشت اور امداد باہمی کا تصور

Islam is the only religion which is complete code of life. The needs of human beings have been felt and addressed properly. In spite of created by only one creator humans are different in their potentials, behavior and attitude. Owing to this difference, the incomes of people are drastically different from each other. As a result, a few people are rich and well off whereas some are poor- being up to sustenance level. Therefore, people cooperate with each other to eliminate the class differences of social strata. In this perspective, Islam has given an invulnerable perfect socio-economic system. For mutual cooperation, Islam has also addressed the issue and suggested different steps such as madharabah, partnership and tenancy. Bedsides Islam has also focused on secondary resources of mutual cooperation and support that are typically related to the personal concern. It includes: sacrifice, gift, free lending and Qarz-e- Hasanah etc. It also reflects that the man gives precedence to congregational matters over his individuality which is an ample example of mutual cooperation. In fact, mutual cooperation is one of those key factors on which the edifice of prosperous society is built. All religions and ideologies have focused and emphasized on the mutual cooperation; however, Islam lays extra emphasis to build a strong and thriving human state.

Exploring Professional Development Teachers Perceived and Performed Roles in Promoting Teachers Professional Development

The purpose of this study was to explore and understand a PDT's perceived and performed roles in promoting teachers' professional development. The proponents of teachers' professional development believe that the presence of professional support has implications on teachers' classroom practices. The study was conducted in a lower-middle school with a PDT as a research participant. The study was carried out using a case study method. The data were collected through semi-structured interviews, observations, document analysis, and informal conversations with the research participant. The data were analyzed using ongoing and summative analysis procedures. The findings of the study reveal that the PDT's presence in the school has been viable for teachers for enhancing their professional development. The findings indicate that teachers' professional development is embedded in the in-depth understanding of the teacher educator's insights regarding professional development. The PDT's perceptions about his roles indicate that creating a conducive environment is crucial, which provides a sound base for teachers' professional development. The PDT's collegial relationship and trust motivate teachers to take an active part in professional development activities. The study further indicates that the PDT's overarching role as a facilitator proved to be the driving force in developing teachers' potential. He facilitated the teachers by enriching the curriculum, aligning the student assessment with the modern teaching strategies, improving classroom teaching practices as a co-teacher, acting as an exemplary teacher and as a critical friend, and by observing and giving constructive feedback. The study also looks at the challenges faced by the PDT in executing his roles for enhancing teachers' professional development. It also makes some recommendations and offers implications for various stakeholders to bring improvement in the work of PDT. The study also suggests some areas for future research on the topic.