Innovative Teachers in Turkey

INNOVATIVE TEACHERS
IN TURKEY
GROUP NAME: NEW AGE
ED 401. 02
SAMPLE PROJECT
DR. HAYAL KÖKSAL
educationgh.wordpress.com
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Yunus Emre Asil & Aylin Coşkun & Mustafa Kemal Daşdemir (L)

“New technology is common,
new thinking is rare.”
Sir Peter Blake
www.selosepet.com
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CONTENT
DEFINITION OF “INNOVATIVE TEACHERS”
OUR PROBLEM&AIM
WHAT DOES “SUCCESS” MEAN FOR US?
LITERATURE REVIEW
FISHBONE DIAGRAM
MATRIX DIAGRAM
OUR GANTT CARD
DATA COLLECTION
FINDINGS
INTERVIEW WITH AND INNOVATIVE TEACHER: “ ASUDE ÖRNEKLER”
 CONCLUSION & SUGGESTIONS & LIMITATIONS & REFERENCES & ACKNOWLEDGEMENTS
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WHAT DOES “INNOVATIVE
TEACHERS” MEAN?
Ministry of National Education: http://yenilikciogretmenler.meb.gov.tr
Innovative teachers
integrate information technologies with teaching and
learning environment
keep learning new things and updating their occupational
knowledge and skills
are passionate about learning and teaching
are open to changes, to take risks and to confront difficulties
thinkonline.smarttutor.com
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WHAT DOES “INNOVATIVE
TEACHERS” MEAN?
“An Innovative Teacher is someone who
uses (is open to use) any teaching strategy,
approach, technique or tool in a way to
produce significant gain for student
outcomes or experiences.”
https://www.rit.edu/~w-drupal/sites/rit.edu.provost/files/RIT-Innovation_Definition_and_Rubric.pdf
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BRAINSTORMING
FOR POSSIBLE PROBLEMS
Why is it hard to define “Innovative Teachers”? How can we
define it?
 Why are there few people who know the notion of “Innovative
Teachers”.
Why aren’t teachers in Turkey innovative?
Why does it seem difficult to apply methods, activities etc.
suggested by “Innovative Teachers” to real classrooms?
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OUR PROBLEM&AIM
PROBLEM
Why aren’t
teachers in Turkey
innovative?
AIM
Our aim is to find out
the possible reasons
for our problem.
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WHAT DOES “SUCCESS” MEAN
FOR US?
If we can find out possible, concrete reasons and
solutions to our problem and if we can raise
awareness about “Innovative Teachers” at least at our
practicum schools, then we may be counted as
successful.
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LITERATURE REVIEW
“We live in an era where evertyhing is subject to constant
change.”
(Köksal, 2014)
So we need innovative minds to deal with changing world conditions. It takes
Innovative Teachers to educate innovative minds. However, there are certain problems
preventing teachers from being innovative.
Expecting immediate positive results:
Innovative teachers may expect immediate, extremely positive results from
their endevours. Hovewer, it is not always possible to succeed. When innovation has not
shown positive results it may cause a serious psychological let down for the teacher.
Because of this fear of failure teacher may not want to try new things in the classroom
(Swenson, 1972).
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LITERATURE REVIEW
Wrong ideas of teachers
Ouyang (2000) states that “An
essential charecteristic of an Innovative
Teacher is being open to innovations, new
ideas, technologies and methods. This means
that Innovative Teacher is subject to constant
learning process. However, the idea that “We
are paid for teaching, not for learning.” can
block the process of innovation and teachers’
motivation to learn.”
Colleagues’ approach to “Innovative
Teachers”:
Students may think and declare that
classroom of the Innovative Teacher is more
engaging and inspiring compared to other
teachers’ classrooms. In this way unwanted
friction arose between Innovative Teacher
and peer teachers who want to preserve their
former status (Ouyang, 2000).
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LITERATURE REVIEW
 Indifference to innovations: The teacher may remain indifferent to
the innovations conducted by their colleagues in their classrooms. S/he
may shy away from discussing new ideas and personal classroom
practices with his/her colleagues that will inevitably inhibit the
development of creative teaching (Wang, 2013).
Lack of administrative support: Chesler (2011) states that if the
administratives do not sopport innovations either by directly stating
their support for innovative teachers or by encouraging an atmosphere
where all staff publickly support innovations, it is very unlikely that
innovations can find a place where they can thrive.
Lack of core competencies: There are certain competencies an
Innovative Teacher should have: “Learning Competency, Social
Competency, Educational Competency and Technological Competency
(Wang, 2013).”
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BRAINSTORMING
FOR FISHBONE DIAGRAM
Curriculum
Lack of in-service training
Cultural and educational backgrounds of students
Conservationist views
Challenge
Experience
Colleagues
Courage
Communication
Use of
technology
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FISHBONE DIAGRAM
Why aren’t
teachers in
Turkey
innovative?
Education System Environmental Factors
Teacher Factors Student Factors
Lack of guidance
from MONECurriculum
Lack of
in-service training
Conservationist
views
Physical conditions
of schools
Lack of motivation
Burnout
Family Cultural and educational
backgrounds of studentsBad attitudes
towards
education
Lack of motivation
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MAIN AND ROOT CAUSES
1. Education System
1. Lack of guidance from MEB
2. Lack of in-service training
3. Curriculum
2. Environmental Factors
1. Physical conditions of schools
2. Conservationist views
3. Teacher Factors
1. Lack of Motivation
2. Burnout
3. Family
4. Student Factors
1. Cultural and educational backgrounds of students
2. Bad attitudes towards education
3. Lack of motivation
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MATRIX DIAGRAM
Persons/Main
Causes
Teacher-Related
Factors
Environment
al Factors
Education
System
Student –
Related
Factors
Aylin 7 2 6 4
Yunus 6 3 4 1
Mustafa 4 6 5 3
SUM 17 11 15 8
%
33 21,56 29,41 15,68
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MATRIX DIAGRAM
RESULTS
0
2
4
6
8
10
12
14
16
18
Yunus
Mustafa
Aylin
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MAIN CAUSES OF
MATRIX DIAGRAM
33%
29%
22%
16%
Main Causes
Teacher-Related
Factors
Education System
Environmental
Factors
Student-Related
Factors
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Gannt Card
Identify topic
Approval
Literature review and
target identification
Cause and effect analysis
Approval of the main
cause
Solutions for the future
Determined solution tactic
Praparing Survey &
Starting Data Collection
Analysis of data
Conclusion & Suggestions
Preparing PPT & Report
Self- Assesment
Expected
Observed

DATA COLLECTION
Survey to15 English
teachers from primary,
secondary and high school
levels
Interview with an
Innovative Teacher
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Questions of the Survey
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1- How would you define “Innovative
Teachers” with your own words? Can
you give a brief definition including the
possible features of an Innovative
Teacher?

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2- “An Innovative Teacher is someone who
uses (is open to use) any teaching strategy,
approach, technique or tool in a way to
produce significant gain for student outcomes
or experiences.”
a-) Do you think that teachers in Turkey are
innovative?
b-) If you think they are, explain your reasons.
But if you think they are not, state your
reasons.

3- If you think teachers in Turkey are not innovative, what do
you think can be the most important factor? State your
reasons.
Educational system
Teacher-Related Factors
Student-Related Factors
Environmental Factors
Other: ……………….
4- If you think teachers in Turkey are not innovative, can you
give any suggestions to solve this problem?
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FINDINGS
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1- How would you define “Innovative Teachers” with your own words?
Can you give a brief definition including the possible features of an
Innovative Teacher?
Some answers:
- “Innovative teachers are open-minded, up-to-date, ambitious and hard-working
teachers.”
-“An Innovative Teacher is the one who seeks for the best for her/his teaching
career.”
-“ I think that innovative teachers can use technology and new developments in
his/her field effectively in classroom environment. S/he can adapt everything into
the classroom process.”

FINDINGS
2.a-) Do you think teachers in Turkey are innovative?
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NO
YES
87%
13%

FINDINGS
2.b-) If you think they are innovative, explain your reasons. But if you think they
are not, state your reasons.
-“I do not think that teachers in Turkey are innovative. We are lazy people (Turkish
people, genereally). Thus, we don’t want to try new methods in our classrooms. We
are not idealists. We just want to earn money.”
- “No, I think we aren’t innovative,because many teachers, especially the ones over
40 yearsof age, are still using traditional methods. The lessons are designed in a
teacher-centered approach. Students’needs and opinions are still ignored.”
- “In my opinion, teachers in Turkey are innovative, because newly graduated
teachers are inexperienced but they are following Internet and social media and
latest research in their fields very effectively. For that reason, they are making
use of very innovative methods while teaching.”
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FINDINGS
3- If you think teachers in Turkey are not innovative, what do you think
can be the most important factor? State your reasons.
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Educational
System
Teacher-Related
Factors
Student-Related
Factors
Environmental
Factors
other
53%
27%
13%
7%

FINDINGS
3- Reasons participants provided for their answers:
-“I think teacher-related factors are the most important ones, because most
teachers are afraid of taking risks and they tend to use traditional methods, since
those methods provide them authority. They feel that if they try something new, it
might cause them to lose their power in the classroom.” (Teacher-related factors)
-“Teacher-related factors are the most important ones, because teachers lack the
competency to become innovative. Since they are not following latest developments
in the field, they are ignorant of newly-created methodologies. They do not know
how to adapt new methods into the classroom.” (Teacher-related factors)
-“Teachers do not have the motivation to use new methods or ideas. Since they see
new methods as extra burden on their shoulders.” (Teacher-related factors)
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FINDINGS
3- Reasons participants provided for their answers:
-“Teachers are n’t given the necessary education and guidance by the education
system. Innovations are not encouraged and emphasized.”(Educational system)
-“Teachers are not paid enough money to improve themselves. That affects their
motivation in a bad way. For example, many teachers cannot go to the conferences
or seminars organized in different countries.” (Educational system)
-“In our culture, new and innovative things are not accepted easily and most of the
time, they are treated with suspicion.” (Environmental factors)
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‘INNOVATIVE TEACHERS
PROGRAM’ educationgh.wordpress.com
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This program was launched in 2007 with the cooperation of MONE and Microsoft
and it was organized with the below aims;
- To show teachers how benefit from national or international self-development
opportunities by making effective use of technology,
-To provide web portals for teachers to present their applications and projects,
-To support teachers to display their whole potential, by increasing the quality of
learning.
-To emphasize teachers as ‘life-long learners’,
-To point out the importance of technology as an assisstant tool not as a purpose
itself,
-To help teachers improve and embrace the new developments.

INTERVIEW WITH AN
INNOVATIVE TEACHER:
ASUDE ÖRNEKLER
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“ I met the Innovative
Teachers Program in
2007 and I think that it
became a milestone in
my life. I find the
program very creative. It
has made me feel
renewed.”

INTERVIEW WITH AN
INNOVATIVE TEACHER:
ASUDE ÖRNEKLER
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1. How did you meet “Innovative Teachers” program?
2. How did it contribute to your teaching philosophy or method?
3. Did you experience any difficulty with the program?
4. Do you think that teachers in Turkey know enough about Innovative
Teachers? Why?
5. How can we raise awareness about the program and its contributions
to us?
6. What are your final comments and suggestions to increase the
number of Innovative Teachers in Turkey?

CONCLUSION
It has been found that most of the teachers have never heard of
“Innovative Teachers” before. However, they could generate some
reasonable ideas to define it somehow correctly.
 They think that being an “Innovative Teacher” will be too
demanding and they already have enough workload.
 Most of the teachers stated that teachers in Turkey are not
innovative. Majority of them said that the most important reason
which prevents teachers from being innovative is ‘teacher-related
factors’ (motivation, competency etc).
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CONCLUSION
 Even if they stated that the main problem was teacher-related
factors, they think that the solution must come from outside
(MONE/School Administration) and trigger the motivation of
teachers to be innovative.
They also criticise the Government and the Education System of
Turkey asserting that it is hard to apply “Innovative Teachers” to
their class due to the existing curriculum, physical conditions of
classrooms, public examinations etc.
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SUGGESTIONS
Furher policy statements and government-funded
development projects should be established within
education designed for innovative teaching (Zhu, 2013).
 Some suggestions from the teachers who participated
in our survey are related to the statement above by Zhu:
“Informative conferences or seminars should be
organized in universities for pre-service teachers to be
informed about new ideas and projects in the field.”
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SUGGESTIONS
Teachers should have a well-established collaboration
with their colleagues so that they can learn from each
other’s experience. Also, administration should provide
an environment where innovations and improvement in
teaching can take place (Chesler, 2011).
For example, teachers can observe one another’s
lessons so that they can evaluate the lessons and share
their comments and suggestions with one another.
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LIMITATIONS
 We conducted our research study with only EFL
teachers. Thus, further participants can be teachers from
other departments.
 Our research study endeavours to highlight opinions
of teachers teaching at primary, secondary and high
school levels. Further research including university
instructors’ opinions about “Innovative Teachers” may be
conducted.
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REFERENCES
“İmece Halkaları Eğitimi” by Hayal Köksal.
Chesler, M., Schmuck, R., & Lippitt, R. (Dec., 2001),. The principal's
role in facilitating innovation. Theory Into Practice, 269-277.
Ouyang, H. (Dec., 2000). One-Way Ticket: A Story of an Innovative
Teacher in Mainland China. Anthropology Education Quarterly, 397-
425.
Swenson, L. (1972, May 9). Innovative Teachers: The Fail Rate Is
High. The Clearing House, 518-520.
Zhu C., Wang D,, Cai Y. H. & Engels, N. (2013). What core
competencies are related to teachers'innovative teaching? Asia-Pacific
Journal of Teacher Education, 41(1), 9-27.
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ACKNOWLEDGEMENTS
We would like to thank Asude Örnekler who
collaborated with us about the project and
showed us how an Innovative Teacher could be
a good English teacher.
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THANKS HAYAL KÖKSAL FOR
HER CONTRIBUTIONS TO OUR
PROJECT 
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Innovative Teachers in Turkey

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