Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

中文翻译：

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对K-12教师开放教育实践经验的定性探究：实施开放教育资源的感知收益和障碍

K-12学校的教师对开放式教育资源（OER）的需求日益增长，以确保所有学生都能有效学习。OER为教师免费提供开放许可的教育资源，他们可以保留，重用，修改，重新混合和重新分配个性化教学。开放教育实践（OEP）被认为是加强K-12教师使用OER的接受度和准备度的途径。因此，这项研究展示了定性研究，以调查教师在OEP方面的经验。这项研究解释了K-12教师在实施OER方面的感知收益，并讨论了他们在K-12环境中阻碍OER使用的感知障碍。该研究还讨论了将OER纳入K-12课程的实际意义。