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

^*Corresponding author for this work

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

14 Citations (Scopus)

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
Journal	TEACHING AND TEACHER EDUCATION
Volume	121
DOIs	https://doi.org/10.1016/j.tate.2022.103918
Publication status	Published - Jan 2023

Keywords

Change
Creativity
Innovation
Systematic review
Teacher education

Access to Document

10.1016/j.tate.2022.103918

Cite this

@article{837659fbc68b417292aa0c34d99c8c96,

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

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.{\textquoteright}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.",

keywords = "Change, Creativity, Innovation, Systematic review, Teacher education",

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

note = "Publisher Copyright: {\textcopyright} 2022 The Authors",

year = "2023",

month = jan,

doi = "10.1016/j.tate.2022.103918",

language = "English",

volume = "121",

journal = "TEACHING AND TEACHER EDUCATION",

issn = "0742-051X",

publisher = "Elsevier Ltd",

}

TY - JOUR

T1 - Redefinition /redirection and incremental change

T2 - A systematic review of innovation in teacher education research

AU - Ellis, Viv

AU - Correia, Catarina

AU - Turvey, Keith

AU - Childs, Ann

AU - Andon, Nick

AU - Harrison, Christine

AU - Jones, Jane

AU - Hayati, Nur

PY - 2023/1

Y1 - 2023/1

N2 - 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.

AB - 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.

KW - Change

KW - Creativity

KW - Innovation

KW - Systematic review

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=85141759934&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2022.103918

DO - 10.1016/j.tate.2022.103918

M3 - Article

AN - SCOPUS:85141759934

SN - 0742-051X

VL - 121

JO - TEACHING AND TEACHER EDUCATION

JF - TEACHING AND TEACHER EDUCATION

M1 - 103918

ER -

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

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this