Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

Robin Averill, Dayle Anderson, Michael Drake

Abstract


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.

Keywords


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

Full Text:

PDF

References


Adoniou, M. (2014). Teacher knowledge: A complex tapestry. Asia-Pacific Journal of Teacher Education, doi.org/10.1080/1359866X.2014.932330

Ainley, J., & Luntley, M. (2005). The role of attention in classroom practice: Developing a methodology. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory, research and practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne (pp. 73-80). Sydney, Australia: MERGA.

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education.

Averill, R., Hindle, R., Hynds, A., Meyer, L., Penetito, W., Taiwhati, M., Hodis, F., & Faircloth, S., C. (2014). “It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success ‘as Māori’. set: Research Information for Teachers, 2, 33-40.

Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley.

Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education 45, 83-93.

Bishop, R. (2012). Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38-50.

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classrooms. Hamilton: Māori Education Research Institute (MERI), School of Education, University of Waikato.

Boerst, T., Sleep, L., Ball, D., & Hyman, B. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 113(12), 2844-2877.

Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993.

Chapin, S. H., & O'Connor, C. (2007). Academically productive talk: Supporting students learning in mathematics. In W. G. Martin & M. E. Struthens (Eds.), The learning of mathematics (pp. 113–128). Reston, VA: National Council of Teachers of Mathematics.

Davies, N., & Walker, K. (2005). Learning to notice: One aspect of teachers’ content knowledge in the numeracy classroom. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory, research and practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne (pp. 274-280). Sydney, Australia: MERGA.

Derby. M. (2013). Māori humour – Te whakakata: Traditional forms of humour. In Te Ara: The Encyclopedia of New Zealand, updated 14-Aug-13. Retrieved from

http://www.TeAra.govt.nz/en/Māori-humour-te-whakakata/page-1

Education Review Office. (2002). Māori students: Schools making a difference. Wellington, New Zealand: Author.

Erickson, F. (2011). On noticing teacher noticing. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 17-34). New York, NY: Routledge.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.

Ghousseini, H., & Herbst, P. (2014). Pedagogies of practice and opportunities to learn about classroom mathematics discussions. Journal of Mathematics Teacher Education, 1-25. doi:10.1007/s10857-014-9296-1

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289.

Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8(4), 803-820.

Hynds, A., Meyer, L., Penetito, W., Averill, R., Hindle, R., Taiwhati, M., & Hodis, F., with Faircloth, S. (2013). Evaluation of He Kākano professional development for leaders in secondary schools: Final report. Wellington, New Zealand: Ministry of Education.

Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.

Joa, L. (2013). Peer coaching as a model for professional development in the elementary mathematics context: Challenges, needs and rewards. Policy Futures in Education, 11(3), 290-297.

Jorgensen, R., Grootenboer, P., Niesche, R., & Lerman, S. (2010). Challenges for teacher education: The mismatch between beliefs and practice in remote indigenous contexts. Asia-Pacific Journal of Teacher Education, 38(2), 161-175.

Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33-53). San Francisco, CA: Jossey-Bass.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. G., Beasley, H., …Crowe, K. (2013). Keeping it complex: Using rehearsals to support student teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.

Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21, 193-203.

Macfarlane, A. H. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington: New Zealand Council for Educational Research.

Maher, N., & Muir, T. A. (2013). ‘I know you have to put down a zero, but I'm not sure why': Exploring the link between pre-service teachers' content and pedagogical content knowledge. Mathematics Teacher Education and Development, 15(1), 72-87.

Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.

Mead, H. M., & Grove, N. (2001). Ngā pēpeha a ngā tīpuna. Wellington, New Zealand: Victoria University Press.

Ministry of Education. (2008). Ka Hikitia—Managing for success: Māori education strategy 2008–2012. Wellington, New Zealand: Author. Retrieved from http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx

Ministry of Education. (2010). Ngā Haeata Mātauranga - The annual report on Māori education, 2008/09. Wellington, New Zealand: Author. Retrieved from http://www.educationcounts.govt.nz/publications/series/5851/75954/introduction

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Author. Retrieved from http://www.teacherscouncil.govt.nz/required/tataiako.stm

Ministry of Education. (2013). Ka Hikitia—Accelerating success 2013–2017: The Māori education strategy. Wellington, New Zealand: Author.

New Zealand Teachers Council. (n.d.a). Graduating teacher standards. Retrieved from http://www.teacherscouncil.govt.nz/content/graduating-teacher-standards

New Zealand Teachers Council. (n.d.b). Registered teacher criteria. Retrieved from http://www.teacherscouncil.govt.nz/rtc

Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

Sleeter, C., E. (2011). The quest for social justice in the education of minoritized students. In C. Sleeter (Ed.), Professional development for culturally responsive and relationship-based pedagogy (pp. 1-21). New York: Peter Lang.

Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340. doi.org/10.1080/10986060802229675

Stockero, S. L., & Van Zoest, L. R. (2013). Characterising pivotal teaching moments in beginning mathematics teachers’ practice. Journal of Mathematics Teacher Education, 16(2), 125-147.

Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67-82.

Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.

Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.

Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 1051-1060.

Wasserman, N. H., & Ham, E. (2013). Beginning teachers’ perspectives on attributes for teaching secondary mathematics: Reflections on teacher education. Mathematics Teacher Education and Development, 15(2), 70-96.


Refbacks

  • There are currently no refbacks.