Abstract
Teacher innovation has increasingly received the attention of researchers from various disciplines. A total of 109 articles published between 1971 and 2023 were selected and qualified for inclusion in this review study. Our study emphasized the imperative for enhanced conceptual precision to refine the understanding of teacher innovation. Additionally, we underscore the necessity for methodological advancements that bolster the rigor of empirical investigations. Furthermore, we advocate for theory-driven research to deepen insights into the underlying mechanisms of teacher innovation processes. Lastly, we emphasize to acknowledge both the positive outcomes and possible drawbacks, or the “dark side,” of teacher innovation. Copyright © 2024 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Article number | 104611 |
| Journal | Teaching and Teacher Education |
| Volume | 145 |
| Early online date | Apr 2024 |
| DOIs | |
| Publication status | Published - Jul 2024 |
Citation
Liu, S., Yin, H., Wang, Y., & Lu, J. (2024). Teacher innovation: Conceptualizations, methodologies, and theoretical framework. Teaching and Teacher Education, 145, Article 104611. https://doi.org/10.1016/j.tate.2024.104611Keywords
- Teacher innovation
- Conceptualizations
- Methodologies
- Theoretical framework
- Systematic literature review