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

This systematic literature review shows how innovation is used within teacher education research; conceptualised; and whether different types of can be distinguished. 156 studies met the selection criteria. Analysis comprised: frequency use; research design; type innovation, adapting Sternberg et al.’s (2003) typology. Demonstrating that use an increasing, international phenomenon in field, predominant are identified – creative contributions towards new directions others representing incremental change. However, often left un-theorised. We suggest that, without theorisation, such may have limited value developing practice policy.