Scholars are constantly debating the meaning of innovation. The differences cause the research point of view on innovation to also differ according to the understanding and definition that they set themselves. At the same time, innovation is always associated as something new. The misunderstanding of the meaning of ‘new’ leads to confusion among teachers, making most of them reluctant to engage in innovative activities. Therefore, this study was conducted to explain the meaning of innovation from a practical point of view. The findings will be summarized in one short sentence so that it becomes a definition that is easily understood by others. The study was conducted using a qualitative approach with a case study design. Eight study participants were selected based on purposive sampling technique. Study participants were tracked using a snowball technique. Data were collected using in-depth interview techniques. The validity and reliability of the data were obtained through long periods of being in the field, triangulation and Kappa values. The findings indicate that there are five necessary frameworks in the definition of teaching innovation, namely; elements of innovation, forms of innovation, innovation targets, impact of innovation and steps to produce innovation. These five frameworks serve as a guide to compile a comprehensive and concise definition of teaching innovation that is easily understood by other teachers.
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