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Good teachers must be made. Many countries have adopted different models of Distance Education to provide initial training to unqualified teachers, expand opportunities for professional development of in-service teachers and increase awareness of teachers on educational reforms. Whatever the models used, all Distance Education providers are faced with challenging tasks in co-ordinating partners and agents in teacher education programmes where practical teaching and its assessment is involved (Robinson and Latchem, 2003:40). The Open University of Sri Lanka (OUSL), as a pioneering institution to introduce teacher training programmes through the Distance Mode, also has confronted problems in line with an initial training programme aimed at producing drama and theatre teachers to the school system. Thus, a comprehensive study has been carried out with a view to obtain an insight into the problems faced by different stakeholders, their root causes, and to uncover workable solutions within the context of Distance Education. Data was collected from three batches of student-teachers who have completed the programme, lecturers, co-ordinators, master teachers and some experts in the field and analyzed using both quantitative and qualitative techniques. The study sheds light on meaningful solutions to be applied for improving the quality of the programme concerned.

Analysis of the Problems of and the Suitable Solutions for an Initial Teacher Training Programme Conducted through the Distance Mode