Ellis, Viv;
Dias Filipe Pancada Correia, Ana;
Turvey, Keith;
Childs, Ann;
Andon, Nick;
Harrison, Chris;
Jones, Jane;
(2023)
Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research.
Teaching and Teacher Education
, 121
, Article 103918. 10.1016/j.tate.2022.103918.
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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.
| Type: | Article |
|---|---|
| Title: | Redefinition /redirection and incremental change: A systematic review of innovation in teacher education research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2022.103918 |
| Publisher version: | https://doi.org/10.1016/j.tate.2022.103918 |
| Language: | English |
| Additional information: | This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| Keywords: | Innovation, Teacher education, Systematic review, Creativity, Change |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10158972 |
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