Open Educational Resources (OER) are valuable tools for diversifying teaching practices, contributing to a quality, equitable, open, and participatory education. However, unlocking the full potential of OER requires overcoming challenges related to its widespread adoption. One key strategy is empowering teachers to actively participate in the collaborative construction of high-quality OER collections that directly address their specific needs. This paper presents the results of a survey (N = 84) and a semi-structured focus group interview (N = 5) designed to collect teachers' perceptions of the critical factors to consider in designing a Community of Practice (CoP) focused on promoting sharing and digital curation of OER. The results highlight the importance of peer open review of shared OER, community-based evaluation based on pedagogical, technical, and scientific criteria, and the inclusion of OER metadata that mimics teachers' natural thinking. Furthermore, participants believe private feedback should be prioritised within these systems, as they perceive publicly shared comments might discourage future contributions. Although an expert's involvement in resource validation is prized, participants stated that this should not be limited to OER publication. Finally, the paper puts forward some recommendations regarding the design of digital platforms that support the work of a CoP focused on creating an OER repository.