Abstract
The paper defines the content of teaching autonomy as one of the dominant innovative trends in contemporary education. It stresses the importance of a room for teachers' self-determination and responsibility for their own professional performance.
Decision making about some complex, little structured problems (decisions about school curriculum) is still something new and unique. Teachers might take significant difficulties and risks.
This explains some aspects of teachers' resistance to the curriculum reform because it brings a lot of professional demands regarding creativity, knowledge, experience and intuition. In this context, we notice the conceptual definition of "creation" and "creativity ".
We look at the creative process of making the school curriculum from the phase of no awareness of a problem to the phase of achieving highly creative solutions.