The main aim of this Master’s thesis is to research creative behaviour of special and rehabilitation pedagogues and how it has adapted to change during the COVID-19 pandemic and the experience of enforced distance learning/teaching. Within this I have set five research questions in relation to the theme of the Master’s thesis, which will be presented further. Empirical part of the thesis is based on results from the completed questionnaire. 101 special and rehabilitation pedagogues participated in the study. Results have shown that 89% of participants viewed themselves as being creative. Their personal character traits have an impact on their creativity – most commonly mentioned are persistence, autonomy and curiosity. As positives aspects of distance learning they mentioned familiarising themselves with new tools for distance learning and finding new ways to communicate with their pupils. As main inhibitors they expressed lack of personal contact with their pupils, economic inequality amongst the pupils, lack of options for learning when more problems are present and distracting factors at home. 44% of the participants stated their teaching method has changed since returning to the classroom, as they started to value face-to-face teaching and in-person communication more, they became more motivated, more savvy in IT, more adaptable and flexible etc. 61% of the participants did not see distance learning as advantageous, while the rest stated that they appreciate personal contact and they manage information and communication technology better. Workload has become less stressful and they have implemented new teaching methods in the classrooms. The research showed that according to Basadur's model of creative problem solving, different types of creators are identifying themselves as differently creative
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