Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Purpose In the research literature relevant to open educational practices (OEP), terms “students” or “learners” often refer individuals engaging in formal study. This study aims broaden conception of learners include those who engage with continuing professional development learning. The focussed on one intersection OEP equity pedagogy for these learners. Design/methodology/approach Guided by transformative approaches knowledge, is qualitative and draws upon nine focus group interviews about multicultural education learning needs conducted November 2019 July 2020 74 early years educators staff. Data were analysed theoretical thematic analysis provide a rich overall description data set. Findings Early teachers aim centre their but are constrained lack opportunity development, fragmented learning, issues which may potentially be addressed through OEP. Originality/value paper extends understandings as means helping learners, broadly interpreted, promote pedagogy. Specifically, it highlights promise addressing educators’ reconciliation education.