This paper draws on data from recent interviews with thirty teacher educators in Mauritius, Tanzania and Uganda undertaken in an ROER4D impact study. The teacher educators had been identified as engaging with OER and the interviews explored the implications of this use of OER in and for practice. Drawing on this empirical data and the literature a framework of indicators for quality open practice for educators in these contexts is proposed. The paper concludes by considering what conditions might be necessary to enable educators to develop skills and competencies characteristic of these open educational practices. Presented at OEGlobal 2017, 8?10 March 2017. Cape Town, South Africa