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36 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

How to Enhance the Success

of Nontraditional Candidates

While Clinical Teaching

By Tia L. Agan and Lesley L. Casarez

iterature suggests that nontraditional students share common characteristics, such as being
Lover the age of 24 while attending college and managing family and work responsibilities.
The life experiences of these nontraditional students are different from those of traditional college
students who enter right out of high school. Although nontraditional students share many of
the same challenges, nontraditional preservice teacher candidates in educator-preparation
programs (EPPs) face additional issues and stress because of the time required in the field for
observations and clinical teaching. Accordingly, EPP faculty must take additional measures to
support nontraditional candidates. Based on their review of the literature and on surveys with
nontraditional candidates, the authors present recommendations to enhance the experiences of
nontraditional clinical teachers during clinical teaching.

Introduction
According to the National Center for Education Statistics (NCES; 2017), 43% of full-
time college students work, and many of these students are nontraditional. Nontraditional
students share specific characteristics, such as being over the age of 24 (Forbus, Newbold,
& Mehta, 2011; Wuebker, 2012); exhibiting higher levels of motivation (Merriam &
Bierema, 2014; Walsh, Abi-Nader, & Poutiatine, 2005); managing family, work, and
time constraints (Forbus et al., 2011; Merriam & Bierema, 2014; Walsh et al., 2005); and
gaining rich life experiences that are different from those of traditional students (Forbus et
al., 2011; Walsh et al., 2005). Because these students are the “fastest growing population
at our nation’s colleges and universities” (Klein-Collins, 2011, p. 4), faculty must gain
an understanding of this population and adjust course expectations and instructional
techniques accordingly (Forbus et al., 2011; Merriam & Bierema, 2014).
One type of program that may need adjustment is a teacher-preparation program. The
purpose of such a program in most areas of the United States is the same as that in Texas:
to prepare candidates to become knowledgeable, confident, and well-rounded beginning
teachers. Students enrolled in the teacher-education program (called “candidates”) conduct
extensive field-based observations in classroom settings and complete clinical teaching for
a full semester (Texas Administrative Code [TAC], 2016). During this semester, it may be
difficult for candidates to find employment that does not interfere with clinical teaching.

Review of Related Literature
To examine issues of nontraditional teacher candidates, the researchers executed care to
find current peer-reviewed information in academic journals and periodicals in education
and psychology databases and in national and state reports on studies that included insight
into clinical teaching and challenges and recommendations for nontraditional candidates.