%0 Journal Article %A Tang, Hengtao %C United States, North America %D 2020 %G English %J International Review of Research in Open and Distributed Learning %K open educational resources %K open educational practices %K k-12 %K teachers %K barriers %K benefits %K qualitative inquiry %P 211-229 %R 10.19173/irrodl.v21i3.4750 %T A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources %V 21 %X 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. %8 09/2020 %@ 1492-3831 %* yes %> https://www.oerknowledgecloud.org/archive/4750-Article Text-33604-1-10-20200911.pdf