Teaching in a Summer School Program as Practicum: Challenges and Implications

Abstract

This study focuses on the implementation of a summer school program as prospective teachers' English Language Learner (ELL) endorsement practicum in the northwest United States. The participants are three prospective teachers and the data includes interviews, documents, and classroom observations. The four major findings are: students teachers' engagement with a limited ranges of teaching styles, little collaboration between cooperating and prospective teachers, the unclear goals of the summer school, and also curriculum planning and adaption. Four suggestions are provided regarding effectively implementing a summer school for practicum. [ABSTRACT FROM AUTHOR]