An exploration of course tutors’ reported teaching practices in a distance learning institution in Ghana

Abstract

Quality teacher education is contingent upon the pedagogical practices of teacher educators. While various studies have explored these practices, few have situated them in the broader framework of teacher education models. This article leverages tutors’ perceived pedagogical approaches and learners’ demographic characteristics to interrogate the implementation of transformative pedagogy within Ghana’s distance learning setting. Through the analysis of semi-structured interviews with course tutors and senior leaders, rooted in the concept of transformative distance learning (DL) pedagogy drawn from Paulo Freire’s work (1970), we highlight the model’s effectiveness, emphasising the role of facilitation and dialogue, in the creation of empowering learning experiences. This study provides insights for comprehending, reflecting on, responding to, and learning from the evolving practices of course tutors in a distance learning institution in Ghana. Based on these insights, we propose recommendations to enhance the model’s pedagogical potential, which offers valuable implications for advancing teacher education policies and practices in Ghana and other African countries with similar distance learning models.