Barriers to introducing innovations in teaching mentioned by the respondents
| Code | Number of teachers |
|---|---|
| number of topics in textbooks and curricula | 12 |
| number of descriptive facts without connections and absence of activation tasks in textbooks | 12 |
| insufficient attention paid to geography compared to other subjects | 10 |
| insufficient involvement of teachers in curriculum design | 10 |
| insufficient time allowance for geography lessons | 10 |
| lack of experience, materials and information on innovation | 9 |
| time-consuming preparation and implementation of innovations | 9 |
| poor Internet connection | 9 |
| lack of experience with innovative teaching methods | 8 |
| predominance of regional geography in the curriculum | 5 |
| financial reward for innovative teachers | 5 |
| lack of mutual cooperation between colleagues | 5 |
| poor selection and distribution of geographical topics | 4 |
| unequal requirements within the grades | 3 |
| lack of cooperation with parents | 2 |
| Code | Number of teachers |
|---|---|
| number of topics in textbooks and curricula | 12 |
| number of descriptive facts without connections and absence of activation tasks in textbooks | 12 |
| insufficient attention paid to geography compared to other subjects | 10 |
| insufficient involvement of teachers in curriculum design | 10 |
| insufficient time allowance for geography lessons | 10 |
| lack of experience, materials and information on innovation | 9 |
| time-consuming preparation and implementation of innovations | 9 |
| poor Internet connection | 9 |
| lack of experience with innovative teaching methods | 8 |
| predominance of regional geography in the curriculum | 5 |
| financial reward for innovative teachers | 5 |
| lack of mutual cooperation between colleagues | 5 |
| poor selection and distribution of geographical topics | 4 |
| unequal requirements within the grades | 3 |
| lack of cooperation with parents | 2 |
Source(s): Table by authors