{'fraction_non_alphanumeric': 0.028545941123996433, 'fraction_numerical': 0.0053523639607493305, 'mean_word_length': 5.411428571428571, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Exploratory Study on the Teachers’ Innovation Type from a Comparative Educational Perspective

Purpose: The purpose of this study was to classify teacher’s innovation type and suggest implications to enhance teacher’s innovation in the Republic of Korea. Method: Adapting the fuzzy-set ideal type approach, this study analyzed 23 OECD countries, which participated in the Teaching and Learning International Survey in 2013. Results: The research findings showed that the OECD counties were categorized in three types of teacher’s innovation: the A type (high process and high outcome in teacher’s innovation), the C type (low process and high outcome in teacher’s innovation) and the D type (low process and low outcome in teacher’s innovation). The Republic of Korea belonged to the D type along with Japan and Czech Republic, but contained relatively high fuzzy-set membership scores in the aspect of innovational process. Conclusion: Based on the analysis, this study discussed the implications on enhancing Korean teacher’s innovation and suggested the trajectory toward to the high level of teacher’s innovation.