Unshackling Future Minds: How including openness in teacher education can avoid insurrection and usher in a new era of collaboration
Abstract: The paper proposes the inclusion of the philosophy of openness into teacher education and considers some of the potential effects on the culture, community, and practice of education and impact on society as a whole that such an inclusion would theoretically include. The paper discusses the nature of openness, the levels of sharing, pushes for collaborative resource use and development, and places education and educators as driving forces in impacting societal change. Benefits and drawbacks of open resources are briefly discussed.
Presider: Quincy Conley, Boise State University