Orodho, John AlukoAmpofo, S. Y.2014-11-172014-11-172014International Journal of Recent Scientific Research Vol. 5, Isue, 4, p.868-876, April, 20140976-3031http://www.recentscientific.com/sites/default/files/Download_950.pdfhttp://ir-library.ku.ac.ke/handle/123456789/11673The purpose of this study was to find out he perceptions of distance education teacher traines of the University of Cape Coast Ghana regarding the significance and mode of delivery of teaching practice at the instiution. The study had thre fold objectives; i) to find out the perception of distance education teacher traines on the concept of teaching practice, i)ascertain the perception of teacher traines on the importance of teaching practice, and i)examine the chalenges facing distance education traines in their teaching practice sesions. The study was premised on the theory of Learning propounded by Edward Thorndike in 1920 which provides insight into what makes people learn more efectively. The study used a descriptive research design. The acesible population comprised of the entire 1,764 final year Diploma in Education and post Diploma in Basic Education teacher traines who completed their centre teaching practice during the 2012/2013 academic year. Stratified random sampling was used to select 25.28 percent of the population based on the sector (Northern or Southern) , region, centre and type of programme. A structured 4 –point Likert sale questionaire was used to colect primary data from respondents. The quantiative data was analyzed using the computer package for social sciences (SPS)-version 20.0 to generate both descriptive and inferential statistics. The major findings of the study were that majority of teacher traines of the Centres for continuing education, University of Cape Coast perceive teaching practice to be an oportunity for them to practice what hey ae taught and acquire practical experience on the job by equiping them with requisite skils, knowledge and abilties to teach efectively. However, majority also pointed out several chalenges that impede the smoth conduct of the teaching practice exercise such as untimely visits by some supervisors, heavy workloads and failure of university authorites to inform heads of their schols about the exercise. It is recommended that teaching practice supervisors should be given adequate resources to do their work as expected since teaching practice is perceived as a worthwhile experience that develops prospective teachers profesionalyenTeaching practicedistance education trainesProfesional development and university of Cape CoastGhanaArticle