Characteristics and Conditions for Innovative Teachers: International Perspectives

Cover
Endorsement page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of illustrations
	Figures
	Tables
About the editors
List of contributors
Acknowledgements
Chapter 1: Introduction to the Developing and Supporting Innovative Teachers Research Study
	Introduction
	Context for the development of our research study
	Review of literature
	Design of the research study
	Further development of the research study
	Initial conceptual model of an innovative teacher
	Concluding remarks
	Notes
	References
Chapter 2: Policy context for the development of innovative teachers
	Introduction and background
	International policy impact on teachers’ innovativeness: literature review
	Reviewing policy documents: analytical and methodological approach
	Defining innovations: mission impossible?
	Demanding education innovation: the smuggling of neoliberalism?
	Conditions for successful innovation: ‘do as I say, not as I do’
	The role of teachers and the teaching profession in leading innovations in education: a Herculean effort or a Sisyphean effort?
	Concluding remarks: policy consequences and paradoxes for teachers
	References
Chapter 3: Characteristics of and conditions to support innovative teachers: Agency to transform learning and teaching
	Introduction
	Innovative teachers: interaction of characteristics and conditions
	Concept of agency and its relevance to innovative teachers
	Methodology
	Discussion of the findings
		Characteristics of innovative teachers
		Professional competences
		Conditions that support or hinder innovative teachers
	Developing teacher agency to support teacher innovation and transformational practice
	References
Chapter 4: Being an innovative teacher: Understanding qualities and processes
	Introduction
	Literature review: innovative teachers
	Methodology
		Participants and settings
		Data collection and analysis
	Findings
		Characteristics associated with being an innovative teacher
			Teacher knowledge
			Skills and abilities
			Personal traits and attitudes
		Processes associated with becoming an innovative teacher
			Lived experiences associated with becoming an innovative teacher
			Organisational school cultures
	Discussion
	Conclusion
	References
Chapter 5: Innovative preschool teachers as educational development leaders: A Swedish case
	Introduction
	Research background and theoretical framing
	Educational development leaders (EDLs) in a Swedish context
	Method
	Results
		Mission to lead for innovation
			Middle leadership as an innovative career possibility
			A mission to supervise and lead for innovation
		Trust and social mandate to lead
			Experience of trust and mandate from the principal
			Experience of trust and mandate from colleagues
		Developing analytical thinking
			Making use of theory
			To share research results for interpreting the curriculum
		Time allocation for reflection and problem solving
		Networking for innovative ideas
	Discussion
	Conclusion
	References
Chapter 6: The innovative teacher within learning organisations: A leadership perspective
	Introduction
	Review of literature
	Research purpose
		Theoretical and conceptual frameworks
	Methodology
	Findings
		Personal Mastery
			Mental models
			Building shared vision
			Team learning
	Discussion
	Implication for the developing model
	Conclusion
	Note
	References
Chapter 7: Innovative teachers – How? Under which circumstances?
	Introduction
	Literature review
	Theoretical foundation
	Methodology
	Findings and discussion
	Conclusion
	References
Chapter 8: Innovative teachers from the perspective of teacher educators
	Introduction
	Innovation in teacher education
		Critical pedagogy
	Methodology
		Paradigm
			Interpretative phenomenological analysis
	Findings
		Characteristics of the innovative teacher
			Openness to change
			Risk taker
			Ability to reflect critically on practice and context
			Flexible
			Curious
			Creative
	Conditions for the innovative teacher
		Effective leadership
		Teamwork
		Resourcing
		Contribution of teacher education to the development and support of innovative teachers in schools
			Facilitating competence in IT
			Commitment to CPD
			Incorporating research into practice
			The importance of Pedagogical Content Knowledge (PCK)
	Conclusion
	References
Chapter 9: Analysing practice as a gateway towards developing various desirable characteristics of innovative teachers
	Introduction
	Innovation in education – an inaccurately used term?
	Methodology
	Analysis of practice by the innovative teacher
	The role of teacher education in facilitating the development of personal characteristics that are needed for innovative teaching
	Conclusion
	References
Chapter 10: Transformative professional development to develop and support innovative teachers
	Introduction
	Contribution of professional development to innovative teaching
	Teacher agency
	Innovative teachers taking ownership of their own learning
	Transformative professional learning
	Conditions for transformative professional development that is embedded in practice
	A humanistic counter-narrative for teacher innovation
	Revisiting the conceptual model of an innovative teacher
	References
Index