The labour market expects that beginners have advanced communication, organizational and problem-solving skills, analogical and logical thinking, creativity, interpersonal skills, emotional intelligence, and be assertive and motivated. In professional teacher training, especially with regard to vocational education and training (VET), the role of these transversal competencies is, if possible, even more important, since it will be the task of teachers to develop these competencies of students in VET. In this research, the development of inductive thinking of students in vocational instructor training (VIT) was assessed. The inductive, and within that abstract, thinking of the 60 students participating in the correspondence VIT shows a very diverse picture. We managed to isolate a relatively small group who achieved good results with a small investment of time, so their thinking can be said to be fast and effective. However, there was also a larger group who made full use of the available time but whose inductive thinking was less developed. Both groups deserve special attention from a methodological point of view.