Tutors working in colleges Pan Handle Covers 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 Cleansing Lotion 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.