| Abstract [eng] |
Creativity in vocational schools is understood as the ability to make independent decisions, solve practical problems, and adapt to changing working conditions. However, practical training in vocational schools is organised according to vocational education programmes, technological requirements, assessment systems, and qualification examination procedures. During practical training, students are expected to demonstrate creativity and independence, while at the same time complying with clearly defined professional requirements. This thesis aims to reveal how the development of students’ creativity manifests during practical training in vocational schools. The study analyses the situations in which students make independent decisions, the conditions that strengthen students’ creativity, and the system requirements that limit it. The theoretical part of the thesis analyses the concept of creativity in educational science, the context of vocational education, and the role of the vocational teacher in organising practical training. The empirical study was conducted using a qualitative research approach. Data were collected through semi-structured interviews with vocational teachers, and the research data were analysed using thematic analysis. The study revealed the attitude of vocational teacher’s that students’ creativity during practical training becomes stronger when students are able to make independent decisions and search for different ways to solve problems. The development of creativity requires a clear task structure, practical tasks related to the future profession, and teacher support. The study also showed that students’ creativity during practical training is limited by the requirement to complete tasks accurately, qualification examination procedures, and compliance with technological processes. Teachers’ decisions determine how independently students are able to act during practical training and how much space remains for creative solutions. |
