 Second Language Pedagogy and Open Education in Online Teacher Training Environments, a case study. In this presentation, I will illustrate how an Open Pedagogy framework was successfully implemented in an online Second Language Teacher Training course at an Italian university. The course was designed using the Community of Inquiry model, and activities were created using Open Educational Resources. In keeping with Digital Pedagogy tenets, activities were highly chunked. Preserve teachers engaged in flipped learning, so they carried out asynchronous activities before class. For example, they read and commented scientific papers collaboratively on PROSO, a free online platform. Preserve teachers appreciated this activity to a very high degree. They especially highlighted the added value of co-constructing knowledge. Preserve teachers also carried out the analysis of pre-class readings using avatars, such as vocies, that they shared with their peers on a padlet. Preserve teachers also commented on their peers' analysis. Besides, Preserve teachers provided arguments for and against, hypothesis provided by the instructor on Chialo, a free online platform suitable for class debate. Preserve teachers found the activity highly engaging, but at the same time rather challenging due to the world limit. During synchronous classes to promote the creation of a cohesive learning community, digitally enhanced high breakers were consistently implemented using Open Educational Resources. Preserve teachers claimed that high breakers helped them greatly to get to know each other, and thus feel more at ease when working collaboratively. Furthermore, during synchronous classes, Preserve teachers engaged in peer instruction. Peer instruction features seven steps. First, a question is posed. Then, students are given time to think. Afterwards, students record their individual answers through a digital poll. Then, in groups, students try to convince their peers of their choice. Students then record their revised answers through a new digital poll. The results of the poll are shown, and the explanation of the correct answer is provided. Missouri's peer instruction was especially appreciated by the learners, who highly valued its interactive component in a knowledge co-development, and the possibility to illustrate and negotiate ideas. A high degree of knowledge co-construction was also enhanced through one-to-three-for-all, a liberating structural activity. In one-to-three-for-all, first, students think individually how to answer a thought-provoking question provided by the instructor. Then, in pairs, students share, compare, and develop further the ideas generated in the previous step. Afterwards, in groups of four, students share, compare, and develop further the ideas developed during peer work. Again, as a whole class, whole groups share the highlights of their collaborative work. During synchronous classes, preserver's teachers designed teaching materials collaboratively, using open educational resources, including those they had experienced as learners in the course. In conclusion, during the course, the open education and open educational practices adopted enabled the instructor to foster preserver's teachers' collaborative learning, critical thinking, and creativity successfully. In particular, thanks to the highly interactive and open pedagogy experience, learners succeeded in critically engaging with the course content in peers. Effectively. Thank you.