An exploration of agency in the localisation of open educational resources for teacher development

Wolfenden, Freda; Adinolfi, Lina

doi:10.1080/17439884.2019.1628046

Cited by 19 publications

(11 citation statements)

References 24 publications

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“…This assertion is consistent with a sociocultural perspective, as discussed by Wolfenden and Adinolfi (2019) in their consideration of the localisation of OER for teacher development in India. From this perspective the proper incorporation of local knowledge extends beyond focusing on existing, and often isolated, cultural practices and events.…”

Section: Discussionsupporting

confidence: 87%

“…OER are openly accessible resources that are licensed for reuse and adaptation, thereby increasing sustainability, scalability, equity, local ownership and cost-effectiveness. However, as Wolfenden and Adinolfi (2019) establish in their study of the localisation of OER in India, materials require both contextual adaptation and linguistic translation to engage learners authentically, encourage creative responses, and disrupt embedded hegemonic cultural assumptions. Professional agency can only then be exercised in envisioning and implementing new educational practices.…”

Section: Professional Learning Approaches For Supporting Dialoguementioning

confidence: 99%

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Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

Hennessy

Kershner

Calcagni

et al. 2021

Review of Education

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Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed to understand whether and how practitionerled inquiry may offer an alternative, sustainable and scalable way of developing dialogic practices, characterising effective organisational models. The Teacher Scheme for Educational Dialogue Analysis (T-SEDA) resource pack was designed to support iterative cycles of practitioner inquiry based on systematic analysis of classroom dialogue and reflecting critically with peers, using customisable coding tools and templates. This open resource embeds research findings about dialogue forms that are productive for student learning. We report our design-based research comprising nested inquiry cycles involving 74 practitioners from early years to tertiary levels. Data were derived from surveys, inquiry reports and interviews. Participants successfully used and adapted the resources for their own goals, needs and diverse contexts across seven countries. The largely autonomous process was typically supported by local facilitators working with groups of practitioners; data analysis focused on illuminating models of institutional organisation of inquiry, uses of T-SEDA resources, participant perceptions and factors underlying (dis)engagement. The findings offer insights into knowledge mobilisation and educational change processes. They yield design principles for scalability and sustainability based on a non-prescriptive model of local ownership and facilitation of self-directed practitioner inquiry and purpose-driven adaptation in complex educational circumstances.

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Section: Discussionsupporting

confidence: 87%

Section: Professional Learning Approaches For Supporting Dialoguementioning

confidence: 99%

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

Hennessy

Kershner

Calcagni

et al. 2021

Review of Education

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show abstract

“…This challenge shaped the second research question, which acknowledges that professional identity is, in part, self-constructed. We also recognise (as highlighted in Wolfenden & Adinolfi, 2019) that agency in relation to professional decisions can manifest as 'non-action' and that this is different to a lack of engagement. In this research we were interested in recognising tutors' professional identity and what this means for their professional practice (particularly in relation to taking -or considering takingaction to develop their professional practice) through a research design based on storytelling.…”

Section: Teacher Educator Professional Identitymentioning

confidence: 91%

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.

Buckler

Stutchbury

Kasule

et al. 2021

JL4D

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Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.

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“…For its part, the Open Educational Quality Initiative (OPAL) defines open educational practices as a 'range of practices around the creation, use and management of 'OER with the intention of improving the quality and innovate education' (OPAL, 2011, p. 4). Likewise, authors such as Wolfenden and Adinolfi (2019) understand them as a wide range of individual and collective practices inherent in the conceptualisation, creation, adaptation, selection and dissemination of OER.…”

Section: Open Educational Practicesmentioning

confidence: 99%

Validation of the attitudinal scale of open educational practices in university teachers

Canchola¹,

Peña²,

Laborda³

et al. 2021

CJES

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The relevance of Open Educational Resources (OER) in the Latin American university context requires an instrument that measures the conceptual, procedural, and attitudinal aspects that teachers consider having in their open educational practices. The purpose of this research is to describe the process of design and validation of the Attitudinal Scale of Open Educational Practices (ASOEP) Scale. Consequently, the methodological approach corresponds to a descriptive, transectional, instrumental design that has three components: scale design, evaluation by expert judgment and validation with the pilot application. The pilot test was applied to a random sample with 123 teachers at a university in Colombia. The results from the validation of the content had the participation of five international experts who were classified according to coefficient K in the range between (k: .80 and k: 1.00). From the pilot application, the ASOEP Scale presented a general reliability of (α: .943). Keywords: Open Educational Practices, Open Educational Resources, Open Education, University teaching, Attitudinal scale

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An exploration of agency in the localisation of open educational resources for teacher development

Cited by 19 publications

References 24 publications

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.

Validation of the attitudinal scale of open educational practices in university teachers

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