Purpose

The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools.

Design/methodology/approach

The research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester.

Findings

Research showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging.

Originality/value

To the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).

中文翻译：

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创造公平的机会：将开放教育资源用于社会公正的教育领导者

目的

本文的目的是展示教育工作者准备计划如何影响教育工作者和管理员对开放教育资源 (OER) 的支持。尽管 OER 在 2002 年被引入，但它的使用仍然没有研究人员希望的那么广泛（Bliss 和 Smith，2017）。虽然它在很大程度上很少使用，但在 K-12 学校中尤其缺乏。通过在自己的项目中向教育候选人（包括未来的校长）介绍 OER，他们可能会支持 OER 并在他们在学校工作时投资。

设计/方法/方法

该研究是在教育工作者准备计划中需要开放教育资源项目时进行的。两个班级共 27 名学生参与了一个小组项目，在整个学期中创建 OER 材料和容器。

发现

研究表明，教育工作者候选人赞成彻底使用 OER。通过建立自己的开放教育资源资源，教育候选人了解创建社会公正和公平的学习环境的重要性，与多样性、公平、包容和归属感保持一致。

原创性/价值

据作者所知，以前从未研究过这样的项目。这项研究支持这样一种观点，即所有教育候选人（教师和管理人员）都应该使用开放教育资源并对其进行投资。