Lecturer's Conceptions of Student Creativity in Higher Vocational Teacher Education

Abstract 

Context: This research was conducted in the context of Swiss vocational education and training (VET) teacher training. Lecturers from all institutions in the German-speaking part of Switzerland that train vocational teachers were surveyed. 

Approach: The overall objective of this study was to find out how university lecturers conceptualise students' creativity. Overall, 19 university lecturers from five universities of teacher education in German-speaking Switzerland participated in our study. The data were analysed via qualitative content analysis and open coding. 

Findings: From the lecturer's perspective, student creativity is categorised into a 5-category model in which lecturers 'see' student creativity represented by (1) student self-reflection, (2) independent decision-making, (3) curiosity and motivation, (4) producing something and (5) developing original, new solutions. Additionally, a creative achievement according to their opinion in the profession of a lecturer is the creation of a new, innovative teaching/learning arrangement within university teaching. 

Conclusion: The findings show that the understanding of student creativity is very complex as a common understanding of student creativity in higher teacher education does not exist. The categories identified in our study could be used not only to 'see' student creativity but also to promote and even evaluate it in higher education.