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.

中文翻译：

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OER 如何支持教师协作学习以制定公平的教学实践

目的

许多 K-12 教学实践在不知不觉中再现了社会特权。为了改变他们的教学并为来自少数族裔社区的学生提供更公平的学习机会，教师需要具有协作性和“贴近实践”的专业学习体验（Ermeling 和 Gallimore，2014 年）。本研究旨在提出一种开放教育资源 (OER) 的方法，以支持教师学习以制定公平的教学实践。

设计/方法/方法

基于对开放教育资源、公平教学和教师合作研究的综合回顾，作者提出了“开放指南方法”（OGA）来实现和维持公平教学的制定。OGA 材料实用、可用且适用于教师一起学习，以便在类似工作的小型团队中逐步和持续地改变他们的实践。作者用“创造意义”（https://edtechbooks.org/making_meaning）来说明 OGA，它通过图形化的场景提供公平教学的信息，并指导教师一起计划课程、互相观察、汇报和分析实施情况并反思和修改基于同伴观察和学生学习目标的课程。

发现

教师使用“创造意义”推荐增强其适应性和实用性的方法，例如通过为教师提供课程创意库、使用课堂视频以及图解场景以及强调教师在公平教学实践中的倾向。

原创性/价值

OGA 为教育工作者、设计师和研究人员提供了一条有希望的方式，让他们携手合作，改变教师和学生的学校教育。需要进一步研究以确定使用 OGA 所需的结构条件，以及 OGA 材料如何优化教师合作，为少数族裔学生在课堂上参与和学习提供有意义和有效的机会。