Purpose

In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.

Design/methodology/approach

Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.

Findings

Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.

Originality/value

This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

中文翻译：

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支持教育工作者的公平教育专业学习：开放教育实践的承诺

目的

在与开放教育实践 (OEP) 相关的研究文献中，术语“学生”或“学习者”通常指的是从事正规学习的个人。本研究旨在拓宽学习者的概念，包括那些从事持续专业发展或专业学习的人。该研究的重点是针对这些学习者的 OEP 与公平教学法的一个交叉点。

设计/方法/方法

在知识变革方法的指导下，该研究是定性的，并利用了 2019 年 11 月和 2020 年 7 月对 74 名幼儿教育工作者和工作人员进行的关于多元文化教育专业学习需求的九次焦点小组访谈。通过理论主题分析对数据进行分析，以提供对数据集的丰富整体描述。

发现

早年教育工作者和教师的目标是在实践中以公平教学法为中心，但受到缺乏参与专业发展的机会和专业学习方法分散的限制，这些问题可能通过 OEP 解决。

原创性/价值

本文扩展了对 OEP 的理解，将其作为一种帮助学习者广泛解释的促进公平教学法的手段。具体来说，它强调了 OEP 在解决幼儿教育工作者的专业发展和了解和解和多元文化教育方面的承诺。