Conceptualising Open Educational Practices in teacher education in East Africa

Freda Wolfenden

The Open University

There has been much discussion on the potential of open educational resources (OER) to support teachers in moving to a participatory pedagogy which allows more productive learning for their students. But teachers do not work or learn in isolation. Change at school level relies on relational change in teacher education and a shift in the relationships between teacher educators and teachers in training. Large scale initiatives such as TESSA and TESS-India address this mutuality of practice with OER which provide epistemological and practice tools to support professionals (teacher educators and teachers) in developing a repertoire of pedagogic strategies. Competence and identity evolve and movement deeper into professional practice is achieved. Thus the trajectory is access àparticipation àinnovation in practice.
This paper draws on data from recent interviews with thirty teacher educators in Mauritius, Tanzania and Uganda undertaken in an ROER4D impact study. The teacher educators had been identified as engaging with OER and the interviews explored the implications of this use of OER in and for practice. Drawing on this empirical data and the literature a framework of indicators for quality open practice for educators in these contexts is proposed. The paper concludes by considering what conditions might be necessary to enable educators to develop skills and competencies characteristic of these open educational practices.


Conceptualising Open Educational Practices in teacher education in East Africa from Open Education Consortium