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

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,...

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Autores principales:	Alison Buckler, Kris Stutchbury, George Kasule, Jane Cullen, Doris Kaije
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	professional identity oer storytelling methodology Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0ab5c143df894055bfd9320708ece6c2
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spelling	oai:doaj.org-article:0ab5c143df894055bfd9320708ece6c22021-12-02T19:59:17ZWhat Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.2311-1550https://doaj.org/article/0ab5c143df894055bfd9320708ece6c22021-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/493 https://doaj.org/toc/2311-1550Tutors 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.Alison BucklerKris StutchburyGeorge KasuleJane CullenDoris KaijeCommonwealth of Learningarticleprofessional identityoerstorytelling methodologyTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 1, Pp 10-26 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	professional identity oer storytelling methodology Theory and practice of education LB5-3640
spellingShingle	professional identity oer storytelling methodology Theory and practice of education LB5-3640 Alison Buckler Kris Stutchbury George Kasule Jane Cullen Doris Kaije What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
description	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.
format	article
author	Alison Buckler Kris Stutchbury George Kasule Jane Cullen Doris Kaije
author_facet	Alison Buckler Kris Stutchbury George Kasule Jane Cullen Doris Kaije
author_sort	Alison Buckler
title	What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
title_short	What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
title_full	What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
title_fullStr	What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
title_full_unstemmed	What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.
title_sort	what prevents teacher educators from accessing professional development oer? storytelling and professional identity in ugandan teacher colleges.
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/0ab5c143df894055bfd9320708ece6c2
work_keys_str_mv	AT alisonbuckler whatpreventsteachereducatorsfromaccessingprofessionaldevelopmentoerstorytellingandprofessionalidentityinugandanteachercolleges AT krisstutchbury whatpreventsteachereducatorsfromaccessingprofessionaldevelopmentoerstorytellingandprofessionalidentityinugandanteachercolleges AT georgekasule whatpreventsteachereducatorsfromaccessingprofessionaldevelopmentoerstorytellingandprofessionalidentityinugandanteachercolleges AT janecullen whatpreventsteachereducatorsfromaccessingprofessionaldevelopmentoerstorytellingandprofessionalidentityinugandanteachercolleges AT doriskaije whatpreventsteachereducatorsfromaccessingprofessionaldevelopmentoerstorytellingandprofessionalidentityinugandanteachercolleges
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What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges.

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