How OER Can Support Teacher Collaborative Learning to Enact Equitable Teaching Practices

Autor/inn/en	Jensen, Bryant; Kimmons, Royce
Titel	How OER Can Support Teacher Collaborative Learning to Enact Equitable Teaching Practices
Quelle	In: Journal for Multicultural Education, 16 (2022) 5, S.538-553 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2021-0230
Schlagwörter	Open Educational Resources; Cooperative Learning; Equal Education; Teaching Methods; Faculty Development; Teacher Collaboration; Elementary School Teachers; Secondary School Teachers; Minority Group Students + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and "close-to-practice" (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices. Design/methodology/approach: Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the "Open Guidebook Approach" (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with "Making Meaning" (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals. Findings: Teachers using "Making Meaning" recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices. Originality/value: OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01