Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers

Research paper by Kathryn Scantlebury, Ellen Johnson, Scott Lykens, Rennie Clements, Susan Gleason, Robert Lewis

Indexed on: 01 Sep '96Published on: 01 Sep '96Published in: Research in Science Education


Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies, questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order questions than their peers.