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

被引：12

作者：

Ellis, Viv ^{[1
]}

Correia, Catarina ^{[2
]}

Turvey, Keith ^{[3
]}

Childs, Ann ^{[4
]}

Andon, Nick ^{[5
]}

Harrison, Christine ^{[5
]}

Jones, Jane ^{[5
]}

Hayati, Nur ^{[1
]}

机构：

[1] Monash Univ, Fac Educ, Melbourne, Australia

[2] UCL, Inst Educ, London, England

[3] Univ Brighton, Sch Educ, Brighton, E Sussex, England

[4] Univ Oxford, Dept Educ, Oxford, England

[5] Kings Coll London, Sch Educ Commun & Soc, London, England

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 121卷

关键词：

Innovation; Teacher education; Systematic review; Creativity; Change; PEDAGOGY; POLICY;

D O I：

10.1016/j.tate.2022.103918

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

引用

页数：12

共 66 条

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