Enhancing Pedagogical Reasoning Skills through Open and Distance E-learning: A Case Study of Student Teachers at the Open University of Tanzania

Every profession has a body of knowledge that differentiates it from others and qualifies those who master it to practice the profession. In many countries, a professional development program for in-service teachers is considered one of the most critical initiatives for enhancing teaching. The current study explores the position of Open and Distance eLearning (ODeL) institutions in enhancing the Pedagogical reasoning skills of in-service student teachers in their second year studying for the Diploma in Primary Teacher Education (DPTE). Shulman's Model of Pedagogical Reasoning and Action (MPRA) guided the study. The model represents how teachers' practical knowledge can be developed. The study involved 18 (point of saturation) in-service Student teachers who were in the teaching practicum from February to March 2023. The study used structured interviews based on the elements from MPRA. The researcher used thematic analysis. According to the study, the ODeL has made student teachers competent in the subject matter. Moreover, it was discovered that student teachers lack the pedagogical reasoning skills necessary for effective teaching and learning. For example, ODel has not enabled student teachers to connect teaching resources and teaching methods during subject knowledge preparation. According to student teachers, ODeL does not provide enough practice-based learning, which is typical of conventional institutions. In discussion, Teachers' Professional Development (TPD) through ODeL is a continuous process of reflection, learning, and action to advance teachers' knowledge and skills to impact pupils' learning positively. However, student teachers lack consistence in their pedagogical reasoning skills. The study recommends that instructors of methodology courses explore additional ODeL-based approaches to develop pedagogical reasoning skills further. In addition, the DPTE program should be revised to improve student teachers ' pedagogical reasoning skills for effective teaching and learning.