Page 39 - 2018_Jour_85-1_Societal-Issues

Schools and Societal Issues 39

family responsibilities, clinical teaching, and work, instructors should provide support so
that these candidates feel encouraged to persist. With these theories in mind, one can look
at ways to reduce the pressure that is placed on these candidates.

Methods
To review specifically the issues that nontraditional candidates face throughout an
EPP, the researchers used qualitative methodology for exploration. The perspective of
the candidates currently enrolled in educator preparation was vital for understanding
these issues. Therefore, care was executed to find candidates who fit the criteria of being
nontraditional undergraduate candidates who completed the coursework in an EPP and
spent a semester clinical teaching.
Participants and selection. The participants for this study were selected using a
purposeful sampling methodology because these candidates were able to “purposefully
inform an understanding of the research problem” (Creswell, 2013, p. 156). Candidates
were selected using a FileMaker Pro database to export email addresses of nontraditional
candidates who were over 25 years old and had completed their clinical teaching between
2015–2017. The researchers believed that these candidates would provide the most
relevant information for the research study. Of the 38 e-mails who received emails, four
candidates agreed to participate in the study.
Setting of the study. The study was conducted at a medium-sized public institution in
West Texas. The candidates were asked to complete an online survey through TaskStream.
The candidates were able to submit their answers anonymously.
Survey questions. Participants responded to the following survey questions:
1. What were the issues/concerns that you faced during your educator preparation
program?
2. Specifically, during clinical teaching, how were these issues/concerns increased?
3. How do you feel your professors relate to you?
4. What are some positive experiences you have had in the EPP?
5. What are some things to improve in the EPP, instruction, and clinical teaching?

Data Analysis and Findings
Each of the survey results was analyzed individually using open coding and a constant-
comparative analysis to funnel the data and identify themes. Two themes emerged from
this analysis: time constraints and appreciation.
Time constraints. Regarding issues and concerns faced during the EPP, all four
candidates mentioned that it was difficult to attend face-to-face classes while also scheduling
time outside of class for field experience observations in public schools. With a minimum
of 15 hours of observations required for each course, the candidates were in class at the
university 15 hours per week and in public schools for an additional 5–10 hours per week,
as well as having to work to pay bills, then complete coursework and assignments in the
evening. One candidate explained, “The main concern for me as a nontraditional student
was working full time and trying to attend classes [during the workday] when they were
offered.”
The candidates agreed that because of the field experience requirements in public
schools, there was an added pressure of time management and increased stress as compared
to that experienced by traditional college students who do not have family and financial
responsibilities that come with age and time. They felt that the semester before clinical
teaching was a little easier in the area of time management because the field experience