What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.

Authors

  • Alison Buckler The Open University
  • Kris Stutchbury Faculty of Education and Language Studies, The Open University, UK
  • George Kasule Kyambogo University, Uganda
  • Jane Cullen The Open University, UK
  • Doris Kaije Kyambogo University, Uganda

DOI:

https://doi.org/10.56059/jl4d.v8i1.493

Keywords:

Professional identity, OER, Storytelling methodology

Abstract

Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change.

This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens.

The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.

Author Biographies

Alison Buckler, The Open University

Dr Alison Buckler is a Senior Research Fellow with an interest in International Teacher Development, The Capability Approach and Storytelling methodologies. 

Kris Stutchbury, Faculty of Education and Language Studies, The Open University, UK

Dr Kris Stutchbury, Senior Lecturer in Teacher Education, Academic Director of TESSA and Co-Director of ZEST.

George Kasule, Kyambogo University, Uganda

Dr George Kasule, Kyambogo University, Uganda. George is Head of Department of Educational Planning and Management, Kyambogo University, Uganda.

Jane Cullen, The Open University, UK

Dr Jane Cullen, The Open University, UK. Jane is a Senior Lecturer in International Education and Development and Academic Director of OpenSTEM Africa.

Doris Kaije, Kyambogo University, Uganda

Doris Kaije, Kyambogo University, Uganda. Doris is a Lecturer, specialising in social ethical issues, a gender specialist, teacher educator and co-ordinator of the TESSA team at Kyambogo.

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Published

2021-03-18

How to Cite

Buckler, A., Stutchbury, K., Kasule, G., Cullen, J., & Kaije, D. (2021). What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. Journal of Learning for Development, 8(1), 10–26. https://doi.org/10.56059/jl4d.v8i1.493

Issue

Vol. 8 No. 1 (2021): ISSUE 1

Section

Invited Articles

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Received 2021-01-24
Accepted 2021-02-22
Published 2021-03-18