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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



Abstract

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.