Teacher innovation: Conceptualizations, methodologies, and theoretical framework

被引：0
|
作者：
Liu, Shengnan [1 ]
Yin, Hongbiao [2 ]
Wang, Yuning [1 ]
Lu, Jiafang [3 ]
机构：
[1] East China Normal Univ, Fac Educ, Dept Educ Management, Shanghai, Peoples R China
[2] Chinese Univ Hong Kong, Fac Educ, Dept Curriculum & Instruct, Sha Tin, R427 Ho Tim Bldg, Hong Kong, Peoples R China
[3] Educ Univ Hong Kong, Dept Educ Policy & Leadership, Hong Kong, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2024年 / 145卷
关键词：
Teacher innovation; Conceptualizations; Methodologies; Theoretical framework; Systematic literature review; CREATIVITY; BEHAVIOR; WORK; PERCEPTIONS; LEADERSHIP; EDUCATION; ORGANIZATIONS; PERFORMANCE; MANAGEMENT; PRINCIPAL;
D O I：
10.1016/j.tate.2024.104611
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
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页数：15
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