Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

Viv Ellis; Catarina Correia; Keith Turvey; Ann Childs; Nick Andon; Christine Harrison; Jane  Jones; Nur Hayati

doi:10.1016/j.tate.2022.103918

Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

Viv Ellis, Catarina Correia, Keith Turvey, Ann Childs, Nick Andon, Christine Harrison, Jane Jones, Nur Hayati

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This systematic literature review shows how innovation is used within teacher education research; how conceptualised; and whether different types of innovation can be distinguished. 156 studies met the selection criteria. Analysis comprised: frequency of use; research design; and type of innovation, adapting Sternberg et al.’s (2003) typology. Demonstrating that the use of innovation is an increasing, international phenomenon in the field, predominant types of innovation are identified – creative contributions towards new directions and others representing incremental change. However, innovation is often left un-theorised. We suggest that, without theorisation, such studies may have limited value in developing practice and policy.

Original language	English
Article number	103918
Number of pages	12
Journal	Teaching and Teacher Education
Volume	121
DOIs	https://doi.org/10.1016/j.tate.2022.103918
Publication status	Published - 9 Nov 2022

Keywords

Innovation
Teacher education
Systematic review
Creativity
Change

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10.1016/j.tate.2022.103918Licence: CC BY-NC-ND

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AU - Jones, Jane

AU - Hayati, Nur

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Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research

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