Place of a Realistic Teacher Education Pedagogy in an ICT-Supported Learning Environment in Distance Teacher Education in Uganda

Abstract

This article is based on a study undertaken to examine the impact of introducing a realistic teacher education pedagogy (RTEP) oriented learning environment supported by ICT on distance teacher education in Uganda. It gives an overview of the quality, quantity and training of teachers in primary and secondary schools in the country after which it positions distance learning in teacher education. Using the evidence gathered, it suggests solutions to challenges facing distance teacher education in the country. It is argued that the solutions may be relevant to distance teacher education worldwide.