Abstract
Under the conditions of global competition, innovations are essential for companies’ survival. Creative workers who can contribute to innovations are increasingly demanded, and schools as well as training institutions need to respond to this shift in competence requirements by adjusting their pedagogical practices, including assessments, curricula, and learning environments. This chapter provides an overview about creativity research where it applies to VET. It first presents an overview of some of the main pillars of creativity research and explains the concept of creativity vice versa entrepreneurship. This is followed by providing insights into practices of creativity support and assessment that can be applied in the school context and followed by elaborations on what it means to support creativity development at the workplace. Art can be used as a stimulator in creativity development and is increasingly integrated into learning processes – a topic that will be briefly addressed before the chapter ends with an advocacy for more creativity development within the field of VET and elaborating on the importance of deep domain specific knowledge in all of that.
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Barabasch, A. (2018). Creativity Development and Vocational Learning. In: McGrath, S., Mulder, M., Papier, J., Suart, R. (eds) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer, Cham. https://doi.org/10.1007/978-3-319-49789-1_56-1
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