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De Waard, Lakehead University, Canada  \nAbstract  \nNavigating through the Faculty of Education as a teacher educator in Canada is complex and complicated. Research literature calls for an intentional focus on media and digital literacies, and technological competencies, in teacher education. Program directions are confounded by technological trends emerging in kindergarten to grade twelve education and higher education. This post-intentional phenomenological research study examined moments, materials, and insights from the stories shared by participants as they revealed media and digital skills, fluencies, competencies, and literacies in their open educational practice. This research provides insights into how teacher educators seize opportunities to work through complex matters while applying technology resources. It is becoming ever more important to share expertise as practitioners, researchers, and theorists in the field of education by making explicit what is often tacit and unspoken, and when sharing knowledge, reflections, and actions. By actively thinking-out-loud through blogs, social media, and open scholarly publications, educators can openly share details of what, how, and why they do what they do. Research findings reveal the importance of media and digital literacies in the dimensions of communication, creativity, connections, and criticality within an open educational practice as a teacher educator.  \nKeywords: Canadian, digital technology, faculties of education, open educational practices, teacher educators  \nRésumé  \nIl est complexe et compliqué de se familiariser avec les attentes de la Faculté d’éducation en tant que formateur d’enseignants au Canada. La littérature scientifique relative à la formation desenseignants invite à mettre l’accent sur les compétences médiatiques et numériques, ainsi que sur les compétences technologiques. Les orientations du programme sont dictées par les tendances technologiques qui se dessinent dans l’enseignement de la maternelle au secondaire, ainsi que dans  \nCJLT/RCAT Vol. 50 (4)  \nl’enseignement supérieur. Cette étude phénoménologique post-intentionnelle s’est penchée sur des moments, du matériel et des idées que les participants ont partagés dans le cadre de leur pratique éducative libre, ce qui a permis de révéler leurs aptitudes, compétences et niveau de littératiemédiatiques et numériques. Cette approche permet de comprendre comment les formateursd’enseignants se saisissent des ressources technologiques pour aborder des questions complexes. Il devient de plus en plus important de partager l’expertise des praticiens, des chercheurs et des théoriciens dans le domaine de l’éducation, car cela révèle souvent ce qui est tacite et non-dit, et permet de partager des connaissances, des réflexions et des actions. Le fait de réfléchir à chaud grâce aux blogues, aux médias sociaux et aux publications savantes ouvertes est une façon pour les éducateurs de partagerouvertement ce qu’ils font, comment et pourquoi ils font ce qu’ils font. Les résultats de notre étuderévèlent l’importance des compétences médiatiques et numériques en matière de communication, decréativité, de connexions et d’esprit critique au sein de la pratique éducative libre de formateursd’enseignants.  \nMots-clés : Canadiens, technologie numérique, facultés d'éducation, pratiques éducatives libres, formateurs d’enseignants  \nIntroduction  \nNavigating through teacher education programs in Canada is complex and complicated. For those who teach in faculties of education, competing demands include higher education policies as well as education mandates from provincial sectors for kindergarten to grade twelve curriculum. Additionally, faculty of education program directions","cbCaibvqZoezQavC","https://ap.wps.com/l/cbCaibvqZoezQavC","pdf",837892,24,"English","# Introduction\n## Purpose and context\n# Abstract\n## Method and focus\n# Findings\n## Impact on media and digital literacies","[{\"question\":\"What is the study’s focus in teacher education?\",\"answer\":\"The study explores how open educational practice reveals participants’ media and digital skills, competencies, and literacies.\"},{\"question\":\"Why is technological change considered important in this research?\",\"answer\":\"Technological trends across K-12 and higher education create competing demands and pressures that shape teacher education programs.\"},{\"question\":\"How do teacher educators share knowledge in open educational practice?\",\"answer\":\"The research emphasizes openly shared reflections and actions through tools such as blogs, social media, and open scholarly publications.\"}]","Into the Open - Shared Stories of Open Educational Practices in Teacher Education | PDF",1792086959]