Secondary school as a context for expressing and developing creativity

The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values.
U radu se prikazuju rezultati ispitivanja uverenja nastavnika o ispoljavanju i razvoju kreativnosti na srednjoškolskom nivou. Analiza vođene diskusije sa deset nastavnika jedne gimnazije izdvojila je kao bitne aspekte nastavnikovih uverenja njihovo viđenje prirode kreativnosti, kapaciteta škole da podrži kreativnost učenika i uslova za podsticanje kreativnosti u školi. Većina nastavnika izrazila je uverenje da je kreativnost složen fenomen čije razumevanje zahteva multiperspektivni pristup. Iako samo deo nastavnika veruje u distributivnost kreativnosti, preovladalo je uverenje da škola može da podstiče kreativnost učenika, ali da to ne čini u dovoljnoj meri. Među faktorima koji podržavaju kreativnost izdvojeni su: angažovanje nastavnika, specifičnosti nastavnih predmeta, primena određenih nastavnih metoda i imidž škole. Među faktorima koji ometaju kreativnost navedeni su: propisani nastavni plan i program, selekcija učenika, odlike generacije mladih i aktuelne društvene vrednosti. U zaključku su razmatrane implikacije rezultata ispitivanja za unapređenje školske prakse.