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

components took place during class time (so that candidates could work in groups to learn
content and practice teaching in public schools under the supervision of the professors).
Yet, during the clinical teaching semester, the candidates expressed several difficulties.
The biggest concern was the time constraint of clinical teaching. Because this institution
requires the candidates to work in public schools for 14 weeks, full time, and follow the
campus bell schedule as well as attend after school meetings and functions, the candidates
were unable to work during the day. This meant that, in order to provide for their families,
several of the candidates worked in the evening
or did not work at all. One candidate responded:
Higher education faculty The hardest part of [clinical] teaching for me was
not being able to keep my job at the school I was
have a direct role and employed with for 14 years because I had to be
in a classroom all day. So not having an income
responsibility in preparing during that process was very difficult.
Furthermore, all candidates expressed
these candidates for a successful concern over the online capstone course required

career in education, so concurrently with clinical teaching. Although this
course complemented clinical teaching, it required
understanding nontraditional outside reading, research, and completion of

students’ challenges and assignments. All four candidates pointed out
that this additional course created tremendous
concerns could positively affect pressure during the evening and weekends because
there was no time to work on the assignments
the program and increase during the school day. One candidate said, “I feel
like [clinical] teaching is such a full work load, and
candidates’ success. to throw in another online course is almost more
than I can bear at times.”
Appreciation. Although the candidates expressed that they preferred online instruction,
they valued the relevance of face-to-face instruction, observations, and experiences through
clinical teaching. For example, one candidate articulated that she learned better when she
was able to put into practice concepts learned and that she enjoyed working with students
and teachers in public schools; however, she wished there was a better way to blend online
instruction with practical experiences.
All of the candidates expressed appreciation for the efforts of the faculty to relate
to them and to understand when there was a need to take care of their children. For
example, one candidate said, “The professors were wonderful. They were very quick to
answer questions and were always checking in to see that things were going okay.” Another
candidate added, “In the EPP, you feel like family. Staff, professors, advisors, and students
get to know each other really well, and help is around every corner if you need it.”

Summary of Findings
Throughout the survey responses, the theme of time constraints dominated, but the
candidates were very positive and spoke favorably about the preparation program as a
whole. In fact, one candidate stated, “I think the survey covered everything except maybe
if I feel the program prepared me for my first year as a teacher. I think it absolutely has.”
The surveys were helpful in gaining an analysis of the EPP from the viewpoint of a small
sample of nontraditional candidates.