A Framework for Understanding Assessment of Innovation in Teacher Education

Multiple sources of influence impact the decisions about what and how teacher educators are expected to operate, including the innovations that are adopted. Some of those sources of influence (such as teacher certification boards) can demand that certain curricula be adopted, specific instructional...

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Bibliographic Details
Published in:Teacher education quarterly (Claremont, Calif.) Calif.), 2005-07, Vol.32 (3), p.7-17
Main Authors: Malian, Ida M., Nevin, Ann I.
Format: Article
Language:English
Subjects:
Business innovation
Classification
Creative ability
Definitions
Disruptive innovation
Educational evaluation
Educational Innovation
Educational Research
Evaluation Problems
Expository Writing
Guidelines
Handbooks
Innovation adoption
Innovations
Learning
Program Evaluation
Program Implementation
Research Methodology
Section I: Conceptual Frameworks for Assessing Innovation
Teacher centers
Teacher Certification
Teacher education
Teacher Education Curriculum
Teacher Education Programs
Teacher Educators
Teachers
Teaching Methods
Technological innovation
Training
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Summary:Multiple sources of influence impact the decisions about what and how teacher educators are expected to operate, including the innovations that are adopted. Some of those sources of influence (such as teacher certification boards) can demand that certain curricula be adopted, specific instructional procedures be utilized, and delineate the conditions under which candidates will be selected for entry into teacher education programs. Malian summarizes the definitions extant in the literature, briefly describes several taxonomies for innovation, explains the process of innovation, explicates the challenges in assessing innovation and discusses the implications for teacher education research and practice.
ISSN:0737-5328