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 journalArticlepeer-review

9 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 languageEnglish
Article number103918
JournalTEACHING AND TEACHER EDUCATION
Volume121
DOIs
Publication statusPublished - Jan 2023

Keywords

  • Change
  • Creativity
  • Innovation
  • Systematic review
  • Teacher education

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