Thanks Nabil

First, may I recommend a special issue of Teacher Education Quarterly which focused on innovation in teacher education. http://www.teqjournal.org/Back%20Issues/Volume%2032/Volume%2032%20Number%203.html

Second, the work of Gene Hall and colleagues helped me understand how to track teachers' adoption of innovation. In the above special issue of  TEQ, The Concerns Based Adoption Model is described as applied to teacher education program evaluation in this article by Gene Hall and colleagues: An Organizing Framework for Using Evidence-Based Assessments To Improve Teaching and Learning in Teacher Education Programs by Gene E. Hall, Carol Smith, & Mary Beth Nowinski

Hope these ideas spur you on in your research endeavors.

Cordially,

Ann Nevin

You could consult the authors below probably for inspiration and ideas on teachers' attitude towards innovation. Canadian Social Studies; Vol. 38, No. 3, Spring 2004, Cropley, Arthur J.; Creativity in Education and Learning: A Guide for Teachers and Educators; Kogan Page; London, 2001, Hargadon, Andrew and Robert I. Sutton; “Building an Innovation Factory”, Harvard Business Review, May-June 2000; available on http://www.leadershipadvantage.com/creatingClimateForInnovation.shtml

You can just be lucky to get what you are looking for.

My joint paper (see below), based on a government-funded national project in the UK, explored why some teachers adopted innovation while others did not. Hope you find it useful!

An e-maturity analysis explains intention-behavior disjunctions in technology adoption in UK schools.

By: Colin Harrison, Carmen Tomás, Charles K. Crook

In: Computers in Human Behavior, 2014

http://www.sciencedirect.com/science/article/pii/S0747563213003920

Professor's roles are growing in knowledge's society. A recent news surprised me: a Brazilian company that today produces 1800 tons of cosmetics daily and is valued at around $ 200 million, started from scratch. So far, nothing new compared to many others around the world who started from scratch. But my surprise: he began with some experience to study Business Administration and has not stopped studying: 14 years later, had defended his PhD. Also, do not ever intend to stop studying. What is the reason for an entrepreneur to have a title of PhD? Surely, anything attached to a simple dilettantism or vanity. He felt that businesses today are much more professionalized, the competition is much more fierce. Thus, this study was its arsenal to enter and remain in that war. It seems that fled question actually only highlights the importance of institutions of teaching and research in entrepreneurship in general and innovation in particular. Incubators and Technology Parks should be increasingly present in education institutions, in order to empower students Undergraduate and Graduate, and make them risk while they are young, and not yet with the need to seek resources to support themselves .

Interesting area to look at. We, a colleague and I investigate this with a small group of tutors following the introduction of video recording in observation assessment and our findings is published as a paper titled ' 

Article: Tutors' attitudes towards the use of digital recording in collaborative feedback: A qualitative study' by  Sowe, N. and  Ade-Ojo, G. O.

It is published in

International journal of multidisciplinary comparative studies. 04/2014; 1(1):50-63

and you can access the draft manuscript on ResearcgGate

When I think of innovation in teaching, I cannot imagine exploring it without sampling the works of Hatano and Inagaki and also John Bransford and colleagues. Hatano and Inagaki differentiate efficiency from innovation and talk about how we need them both. Colleagues and I have a paper in press about this, to be published in Journal of Literacy Research online in a few months and in print in early 2015:

Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (in press, 2014). Adaptive teaching for English language arts: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research.

Here are a few references that are key:

Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). NY: Freeman.

Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32, 26-29.

Schwartz, D. L., Bransford, J. D., & Sears, D. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of learning from a modern multisiciplinary perspective (pp. 1-51). Greenwich, CT: Information Age Publishing.