A Comparison of Innovative Education Perceptions of Teachers Working in Turkey and South Africa

Hüseyin Kocasaraç, Nokulunga Sithabil

Abstract


This study explored and compared metaphorical perceptions of “Innovative Education” among 100 in-service teachers from Turkey and South Africa during the 2020-2021 academic year. A phenomenological research design was adopted for this qualitative investigation. Teachers accessed an online platform to complete the open-ended prompt: “Innovative Education is like a ……because……”. The data was categorized through content analysis into four themes: vision, value, novelty, and process. Rogers’ Diffusion of Innovation theory provided a framework for interpreting the findings. The results revealed that teachers in both countries perceived innovation as a relative advantage, likely due to the significant changes experienced during the pandemic. However, South African teachers’ metaphors also indicated complexity, potentially reflecting a lack of adequate training and support during the implementation of innovative practices. Conversely, Turkish teachers’ metaphors suggested a more welcoming attitude, possibly due to sufficient support structures. Based on these findings, the study recommends that promoting teacher confidence during educational innovation should involve strong advocacy alongside comprehensive training and support programs.

Keywords


Innovative Education, Metaphorical Perceptions, In-Service Teachers

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.12n.3p.225

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