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Schools and Societal Issues 41

Implications and Recommendations
Preparing candidates to work full time as teachers by providing relevant field
experience is an important component of educator preparation. As per Chapter 228 of
Texas Administrative Code (TAC) Title 19 (2016), EPPs must provide a minimum
of 300 hours of coursework and training, with a minimum of 30 clock-hours of field-
based experience in a “variety of educational settings with diverse student populations,
including observation, modeling, and demonstration of effective practices to improve
student learning” (p. 10) and clinical teaching must be conducted for no less than 65 full
days. Therefore, even though time constraints and added pressures exist for nontraditional
candidates, reducing field experience requirements is not an option.
Requirements from the TEA, plus the lack of research regarding nontraditional
candidate experience in EPPs, imply that traditional approaches to educator preparation
and clinical teaching will prevail for the next few years. Although there are no easy answers,
through the lens of social learning theories, as well as from survey data, the researchers
recommend several ways to improve nontraditional candidates’ experience in EPPs, which
may in turn also improve other candidates’ experience in EPPs.
Foster EPP faculty awareness. Administrators in EPPs should provide faculty training
and information regarding andragogy and its applicability to nontraditional candidates in
the program. Principles of andragogy apply to all adult learners (Merriam & Bierema,
2014). For example, a constructivist framework asserts that no two people understand
an experience in the same manner, and teachers should provide ways for students to put
knowledge into practice (Barrett, 2016). The candidates all expressed appreciation for the
faculty’s understanding of their unique needs. Therefore, the first step in improving the
experience of nontraditional candidates in EPPs is providing teacher-education faculty
with information regarding andragogy and its implication for adult learners. Adult learners
are motivated when they feel that professors respect their accomplishments as lifelong
learners and recognize that their life experiences can enrich the learning environment
(Goddu, 2012; Merriam & Bierema, 2014).

Dr. Tia L. Agan is an assistant professor in the Department of Curriculum and Instruction at
Angelo State University, where she oversees the graduate field experience program, including
practicums in Professional School Counseling and School Administration and internships
in Superintendent and Student Development and Leadership. A member of Alpha Beta
Chapter in Texas State Organization, Agan has almost 30 years of experience in education as
a teacher, public school administrator, university advisor, and professor. tia.agan@angelo.edu

Dr. Lesley L. Casarez is an assistant professor in the Department of Curriculum and Instruction
at Angelo State University, where she oversees the graduate programs in Professional School
Counseling and Guidance and Counseling and previously served as Graduate Advisor for
College of Education programs. She currently serves as a mentor and supervisor for several
new faculty members and approximately 70 adjunct instructors. Prior to coming to ASU, she
was a public-school administrator, counselor, and teacher. Current research interests include
mental health issues, instructor presence in online courses, accessibility in online courses,
and program evaluation. lesley.casarez@angelo.edu