Introduction
Teacher innovation is crucial for inherently rewarding teachers, cultivating creativity in students, sustaining professional learning communities, and differentiating “stuck schools” from “moving schools.” However, despite the well-documented merits, engagement in deep, integrative dialogue among teachers, which is essential for transforming creative resource inputs into teacher innovation, has been a constant challenge for schools.
This entry first defines teacher innovation and proceeds to draw on the componential theory and the interactionalist perspective from organizational studies to investigate the determinants and conditions that enable teacher innovation at schools in Hong Kong. Based on survey data collected from school teachers in Hong Kong, this entry attempts to address two research questions: (1) What is teacher innovation? (2) Under which conditions are schools more conducive to innovation?
What Is Teacher Innovation?
Teacher innovation is often treated as a...
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References
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Acknowledgments
This entry is supported by an internal research project funded by The Education University of Hong Kong (Ref. RG 23/2018-2019R). The author thank Ms. Therese Gallen for contributing an insightful and revealing case of teacher innovation.
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Lu, J. (2019). Teacher Innovation and School-Level Predictors: Observations from Hong Kong. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_2-1
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DOI: https://doi.org/10.1007/978-981-13-2262-4_2-1
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