- Author:
Małgorzata Kabat
- Institution:
Adam Mickiewicz University in Poznań
- Year of publication:
2017
- Source:
Show
- Pages:
31-45
- DOI Address:
https://doi.org/10.15804/IFforE2017.02
- PDF:
iffe/10/iffe1002.pdf
The concept of the art of building teacher’s skills and tools is seen as a potential for proficiency in didactic and educational activities. Individual predispositions conducive to teachers’ predictable and/or creative activities are demonstrated. R. J. Sternberg’s investment theory of creativity, which fits into the phases of teachers’ professional development, turns out to be helpful in forming their skills and tools. In each phase, both methodological models and creative solutions are sought, and as such, they are discussed by means of theoretical divagations and selected research findings.
- Author:
Ali Siragedien
- E-mail:
a.siragedien@student.uw.edu.pl
- Institution:
Independent researcher (Poland)
- ORCID:
https://orcid.org/0009-0001-9385-3496
- Year of publication:
2023
- Source:
Show
- Pages:
63-71
- DOI Address:
https://doi.org/10.15804/ajepss.2023.2.06
- PDF:
ajepss/2-2/ajepss2023206.pdf
Following its independence in 1956, Sudan confronted the tasks of constructing a distinct national identity, establishing effective governance and economic systems, and addressing internal ethnic conflicts stemming from the condominium era. In terms of ethnicity, the post-colonial history of Sudan can be segmented into two phases: sectarian politics, primarily observed in northern Sudan from 1956 to 1999, with the south not experiencing sectarianism in the same manner; and ethnic politics prevalent in South Sudan from 1955 to 2011 and in North Sudan from 1999 to the present. However, the postcolonial history of Sudan is actually a replay of a set of patterns that kept governing the politics of the country for centuries.