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Abstract
This paper begins with an overview of education for teachers of the gifted. It then describes a one‐year project (1996) aimed at fostering fourth year Ostrava University undergraduates — future teachers' — creativity, and comparing the results with those of 1994 which had different students, syllabus and different circumstances (see High Ability Studies, 7, pp. 55–63). Based on the earlier results, a special syllabus was designed to develop the student's creativity components so that these might continue to develop autonomously. Final measurements showed considerable increases in creativity, and other benefits. This work confirmed the feasibility of creativity development through planned instruction, and new insight into the question of variability of creative components.
