Table 1
Teacher’s Professional Identity – Theoretical Framework.
| CONCEPTS | AUTHORS |
|---|---|
| “the singer, not the song” | Goodson, 1991:39 |
| Constitutive dimensions of academics as a differentiated group: labor, disciplinary, social, political and symbolic | García Salord, Grediaga Kuri & Landesmann Segall (2003) |
| Identity as the result at once stable and provisional, individual and collective, subjective and objective, biographical and structural, of various socialization processes that jointly construct individuals and define institutions. | Dubar (2014) |
| Professional – personal identification | Ricoeur (1996) |
| Academic habitus: social capital | Bourdieu (1984, 2000) |
| Academic professional identity is highly fragmented with a loose mix of multiple professional types, fundamentally different from any other profession | Clark (1983) |
| Teaching identity between four cultures: of national academic systems, of the academic profession, of the institution and of the discipline. | Almarcha (1982) |
| The social conditions in which teachers live and work, the personal and professional elements of their lives, and the experiences, beliefs and practices of teachers are integral to each other, often evidencing tensions between these dimensions, which impact to a greater or lesser extent on the identity and self-perception of teachers, and consequently, in the way and degree of autonomy with which they develop their practice | Day (2006) |
Table 2
Teacher’s Professional Identity and OER – Background.
| CONCEPTS | AUTHORS |
|---|---|
| Academic perceptions and attitudes influence OER adoption | Allen & Seaman (2014); Annand, (2015); Annand & Jensen (2017); Arinto, Hodgkinson-Williams & Trotter (2017); Belikov (2016); Bossu & Fountain (2015); Cox & Trotter (2016, 2017); Hanley & Bonilla (2016); Harley et al. (2009); Hassall & Lewis (2017); Hernández (2014); Hodgkinson-Williams & Arinto (2017); Jung, Bauer, & Heaps (2017); Kaatrakoski, Littlejohn, & Hood (2016); McGreal, Anderson & Conrad (2015); McGreal, Kinuthia & Marshall (2013); McKerlich, Ives & McGreal (2013); Mishra (2017); Mitros & Sun (2014); Mtebe & Raisamo (2014); Shigeta et al (2017); Stacey (2013); Stagg (2014); Toledo (2017); Woodward (2017). |
| Most university professors are not yet familiar with OER. | |
| OER are not considered in the decision-making process regarding what educational materials to use in college education. | |
| University teaching staff as main agent in the decision-making process in the adoption of OER. | Allen & Seaman (2014); Cox & Trotter (2017); D’Antoni (2008); Rolfe (2012) |
| professional development and social factors in the educational field in the OER adoption processes. | Kaatrakoski, Littlejohn, & Hood (2016) |
Table 3
Curriculum – Theoretical Framework.
| CONCEPTS | AUTHORS |
|---|---|
| The integration of OER in the curricular design and improvement processes, and their implementation. | Armellini & Nie (2013); Bossu & Fountain, (2015); Lane & McAndrew (2010); Neely, Tucker, & Au (2016) |
| The extension across OER of the relationships between curriculum, syllabus, grades, content, and resources. | Lane y McAndrew (2010) |
| Influence of OER in the curriculum, conceived as “what is taught and how”. | Hawkridge et al. (2010) |
| Curriculum conceived as syllabus and educational resources. | Ehlers & Conole (2010) |
| OER as an adaptation of the curriculum. | de los Arcos et al (2016) |
Table 4
Curriculum and OER – Background.
| CONCEPTS | AUTHORS |
|---|---|
| The curriculum is a field of interaction where processes, agents and diverse fields are intersected, which constitute the real curriculum in practice. Settings and contexts shape the curriculum from the perspective of teaching practice. | Gimeno Sacristán (1992) |
| There are two divergent conceptions in the field of the curriculum. The first one considers it articulated to an educational project of an educational system or institution, and is expressed in the syllabus and in the selection of contents. A second one interprets the curriculum from the scope of daily life, practices and educational reality, situating itself in the educational event as it is expressed, in particular, in the classroom. | Díaz Barriga (2003) |
| The curriculum must be approached as a problem of the “relationship between theory and practice, on the one hand, and between education and society, on the other” | Kemmis (1996); Gimeno Sacristán (2010: 208) |
| The textbook, paradigm of the educational resources, “is the artifact that gives material form to a pedagogical way of proceeding for cultural reproduction. The curriculum becomes a text and, in its materialization, it colonizes life in the classroom” | Martínez Bonafé & Rodríguez Rodríguez (2010: 246) |
Table 5
Adoption of OER: Traditional Approach vs. Critical Approach.
| APPROACH | TRADITIONAL | CRITICAL |
|---|---|---|
| Paradigm | Experimental | Interpretive |
| Methodology | Metrics, Description, Characterization, Profiles | Dense description |
| Object | Frameworks | Practices, subjects, contexts |
| Categories of analysis | Analyzes practices that fit within the predetermined analytical categories OER or Open Educational Practices (OEP) as isolated object | Analyzes the global panorama of teaching practices, even those that are not open, to understand the complexity of each context that intervenes in the adoption of the open paradigm |
| Context | Universal, homogeneous, post-colonial | Contextualized, socio-historical, situated, heterogeneous, decolonial |
| OER/OEP | Dualistic Perspective: a) OEP understood as practices and policies that support the creation, use and reuse of OER; b) OEP separately from OER; c) OEP that precedes the use of OER. | Integrated perspective: content (OER) and practice (OEP) are part of the same phenomenon, the curriculum, which also includes processes, agents and contexts |
| Subject | Normative Subject | Biographical Subject |
| Curriculum | Understood as teaching content. The relationship of OER with the curriculum is conceived as the replacement of traditional curricular materials by OER. General education. | Understood as practice, manifest and hidden. The relationship of OER with the curriculum is conceived from a situated perspective, aware of the forces that operate on the processes of curriculum design, ordering principles of selection, organization and methods, which come from political and social options, epistemological conceptions, psychological, pedagogical and organizational principles. Specific didactics. |
| Educational and technological innovation | Neutral: Standards, propositional or instrumental rationality | Political and biographical: Ideology of sociocultural values. Subjectivity, perceptions, attitudes |
| Repositories | Technological determinism i) technological change is the cause of social change; ii) technology is autonomous and independent of social influences. Technology and society relationship, based on autonomist conceptions of technology, independent of its contextual conditions of production and appropriation. | Social co-construction of technology: social participation (or “domestication”) in the contexts of design and use of OER and ROER, including their own conceptualization. |
| University | The Research University and Performative University models are perceived as a universal model, their OER adoption models are transferred as a frame of reference (policy borrowing) | Discerning the adoption of OER considering the political dimension of higher education that is expressed in the diversity of its aims and university models, and it is developed within the framework of a complex scenario of neoliberal transformation. |
Table 6
Properties and Dimensions of Category 1: Construction of the Professional Teaching Identity.
| CATEGORY | PROPERTIES | DIMENSIONS |
|---|---|---|
| 1) CONSTRUCTION OF THE TEACHER’S PROFESSIONAL IDENTITY | Teaching career | Origin of the teaching profession |
| Teacher professional development | ||
| Teaching career trajectory | ||
| Teaching subject | Meaning of teaching | |
| Professional satisfaction |
Table 7
Properties and Dimensions of Category 2: Practices and Transformations in the Curriculum.
| CATEGORY | PROPERTIES | DIMENSIONS |
|---|---|---|
| 2) PRACTICES AND TRANSFORMATIONS IN THE CURRICULUM | Didactic context | Conceptions and teaching practices |
| Reflection on practices | ||
| Educational innovation | ||
| Organizational context | Environment of the centre | |
| Forms of organization of the teachers | ||
| Internal relationships | ||
| External context | University-Society Relationship | |
| Co-determining influences |
Table 8
Properties and Dimensions of Category 3: Creation, Use and Publication of Educational Resources.
| CATEGORY | PROPERTIES | DIMENSIONS |
|---|---|---|
| 3) CREATE, USE AND OPEN DIGITAL EDUCATIONAL RESOURCES | Organization | Work Teams |
| Institutional Policies | ||
| Quality | ||
| Design and production of educational resources | Creation | |
| Educational Resources | ||
| Validation and Review | ||
| Reuse | ||
| Open Educational Resources (OER) | Requirements and limitations to open educational resources | |
| Motivations to open educational resources | ||
| Resistance to opening resources | ||
| Authorship Models | ||
| Policies and incentives |
Table 9
Social Representations Regarding the Repositories of OER.
| CATEGORY | PROPERTIES | DIMENSIONS |
|---|---|---|
| 4) REPOSITORIES OF OPEN EDUCATIONAL RESOURCES | Practices and knowledges | Storage of Digital Educational Resources |
| Search of Digital Educational Resources | ||
| Knowledge about Digital Repositories | ||
| Adoption of Digital Repositories | ||
| Types of Digital Repositories used | ||
| Beliefs, opinions and attitudes | Barriers to adoption | |
| Motivations for contributing to a repository | ||
| Ideal repository | Preferred types of repositories | |
| Quality of resources and repositories | ||
| Features and requirements | ||
| Copyright | ||
| Types of Access | ||
| Strategies for the adoption | Training, promotion and awareness | |
| Organization and infrastructure | ||
| Policies and incentives |
Figure 1
Representation of the conceptual model of OER Adoption. For a dynamic version please see https://public.flourish.studio/visualisation/5809501/.