The task-centered learning environment is the well- suited approach to ameliorate fostering professional competencies. This study is designed to compare the effects of three different ways of designing learning tasks based on the 4C/ID model (pre-determined by designer, cooperative by designer and learners and emergent by learners) on students \\\'creativity. Participants will be 160 student teachers who are spending internship courses in schools. The participants will be divided into four groups: three experimental groups and a control group (n = 40). Material: Students will learn and perform tasks to develop lesson plans, teaching and assessing student learning. The same materials will use in different groups. To measure creativity, the performance-based assessments will be used. Assessing lesson plans and test materials that will be developed by student teachers and observing teaching and learning opportunities based on creativity criteria. The data will be analyzed by one variable covariance analysis, multiple covariance analysis.

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