This presentation sprouting from a current Ed.D doctoral study, explores some of the pedagogical experiences of teachers who are familiar with OERs in Mauritius. Based on an interpretive paradigm, and using a narrative inquiry approach (Clandinin and Connelly 2000; Goodson 2013), this qualitative study led to the analysis of key themes based on the in-depth interviews of teachers across primary and secondary schools. Key findings relating to ICT in Education and Open Educational Practices are presented and add to new knowledge gained from non-dominant OER adhering countries. These enrich our understanding of how teachers who are familiar with OERs function in the Mauritian context in the midst of multiple challenges. The study also foregrounds ‘context’ as dynamic to teachers’ conceptualisation of pedagogy today against a dominant view that ‘context’ is only the background. To the research community on OERs, this study offers indigenous insight in a globalized world.
Wiley, D., & Gurrell S. (2009). A decade of development Open Learning. The Journal of Open, Distance and e-Learning, 24(1), pp. 11-21.
Clandinin, J.D., and Connelly, F.M. (2000) Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Goodson, I. (2013) Developing narrative theory; Life histories and personal representation. London: Routedge Falmer