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.
