Abstract
Incorporating the principles of Open Educational Practices (OEP) into teacher training can help prepare future professionals for the challenges they face in their daily work, as curricula and practices are increasingly influenced by digital culture principles. As a concept that is still being consolidated, OEP can assume different meanings. This study, conducted with teachers in basic (ISCED 1-3) and higher education, aimed to identify the (1) the characteristics inherent to OEP; (2) elements of the identity of an ‘open educator’ and their relation to OEP; and (3) the perspective on OEP presented by the participants. The research method consisted of a combination of semi-structured interviews and document analysis. The results indicated that the participants perceptions were aligned with what is identified in the literature as “expansive” OEP, and that OEP is an evolutionary process in multiple dimensions. Based on the analysis, a framework was developed to assist teachers and educators in reflecting on and evaluating their practices, as well as promoting professional development in the context of OEP.
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