Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling


  • Robin Averill Victoria University of Wellington
  • Dayle Anderson Victoria University of Wellington
  • Michael Drake Victoria University of Wellington


culturally repsonsive teaching, mathematics education, initial teacher education, indigenous, coaching, professional noticing


Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of ‘rehearsals’ of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from a larger study into rehearsals of practice, this article illustrates how teacher educator modelling of instructional activities with in-the-moment coaching can provide opportunities for professional noticing of culturally responsive teaching practices. Such opportunities were identified across seven videos of rehearsals of practice in which teacher educator pairs modelled and coached mathematics teaching. Examples are discussed in relation to facilitation of professional noticing and two aspects of a framework of ‘cultural competencies’ for teachers of indigenous Māori learners. Implications include enhanced equity of access to mathematics learning through pre-service teachers being able to notice, discuss, and use culturally responsive teaching practices.

Author Biography

Robin Averill, Victoria University of Wellington

With experience in pre- and in-service teacher education Robin has a background of secondary teaching and assessment. She has written a range of research publications, edited book on school mathematics and statistics, and secondary school mathematics books and resources.

Current Research

Robin's research interests include student teacher relationships, primary and secondary school numeracy learning, and culturally responsive mathematics education and leadership, including ways of addressing the Treaty of Waitangi in mathematics teaching and school leadership.


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