King's College London

Research portal

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

Research output: Contribution to journalArticlepeer-review

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

Original languageEnglish
Article number103918
PublishedJan 2023

Bibliographical note

Publisher Copyright: © 2022 The Authors

King's Authors


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.

View graph of relations

© 2020 King's College London | Strand | London WC2R 2LS | England | United Kingdom | Tel +44 (0)20 7836 5454