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.
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Concord High School
Caesar Rodney High School
Glasgow High School
Middletown High School
Hanby Middle School
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Scantlebury, K., Johnson, E., Lykens, S. et al. Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers. Research in Science Education 26, 271–281 (1996). https://doi.org/10.1007/BF02356939
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DOI: https://doi.org/10.1007/BF02356939