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been due to the fact that candidates do not check their institution’s email accounts after
completion of the program. However, this initial research begins a conversation about
future studies to explore additional measures to address the need to support nontraditional
teacher candidates.

Conclusion
Nontraditional students are the “fastest growing population at our nation’s colleges and
universities” (Klein-Collins, 2011, p. 4). Literature suggests that nontraditional students
share common characteristics, face similar challenges, and have different expectations as
compared to traditional students. Although nontraditional students share many of the
same challenges, the experience for nontraditional clinical teachers poses additional issues
and stress. Observing and practicing instructional strategies and teaching techniques are
required by the TEA for preparation (TAC, 2016), but nontraditional candidates express
concerns over the amount of personal time spent in college classrooms and public schools
while trying to handle additional online courses, family responsibilities, and work.
Whereas researchers provide strategies for enhancing adult learners’ experiences
in college, there is a noticeable lack of research regarding nontraditional candidates in
educator preparation, which implies that this field is ripe for further research. However,
because of this lack of research and because there are no clear state-wide strategies to
address challenges these candidates face, traditional methods of clinical teaching and
educator preparation will likely continue to dominate over the next few years. In the
interim, EPP faculty must take measures to support nontraditional candidates. Plenty of
resources and examples exist, as well as research describing the importance of meeting the
needs of nontraditional students.
Drawing from Bandura’s social cognitive theory, as well as McClusky’s Theory of
Margin, and understanding the perspective of nontraditional candidates in an EPP,
faculty can employ simple strategies to support all of their students. Recommendations
for improvement include (a) fostering faculty awareness of nontraditional candidates’
needs and options; (b) providing programs for candidate support; and (c) providing clear
procedures and expectations. With increasing enrollment of nontraditional students in
higher education (Klein-Collins, 2011), EPP faculty must be prepared. The success of
nontraditional candidates success depends on it.

References
Bandura, A. (1977). Social learning theory. New York City, NY: General Learning Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York City, NY: W. H. Freeman.

Bandura, A. (2009). Social cognitive theory of mass communication. In J. Bryant and M. B. Oliver (Eds.). Media Effects: Advances in
theory and research (2nd ed., pp. 94–124). Mahwah, NJ: Lawrence Erlbaum.
Barrett, T. J. (2016). Principles and theories of adult learning. Alliance Learning Center. Retrieved from http://www.acehp.org/p/bl
/et/blogaid=86

Council for the Accreditation of Educator Preparation. (2015). Council for the Accreditation of Educator Preparation Standards.
Retrieved from http://caepnet.org/standards/standard-1
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.

Forbus, P., Newbold, J. J., & Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time
management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15(S1), p.
109–125.
Goddu, K. (2012). Meeting the challenge: Teaching strategies for adult learners. Kappa Delta Pi Record, 48(4), 169–173. doi:10.1080
/00228958.2012.734004