Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

Autor/inn/en	Averill, Robin; Anderson, Dayle; Drake, Michael
Titel	Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.64-83 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Culturally Relevant Education; Teaching Methods; Teacher Educators; Cultural Awareness; Guidelines; Ethnic Groups; Pacific Islanders; Mathematics Instruction; Modeling (Psychology); Video Technology; Equal Education; Access to Education; Preservice Teachers; Preservice Teacher Education; Indigenous Populations; Foreign Countries; Decision Making; Coaching (Performance); Pedagogical Content Knowledge; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Richtlinien; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Mathematics lessons; Mathematikunterricht; Modeling; Modelling; Modellierung; Access; Bildung; Zugang; Bildungszugang; Lehramtsstudiengang; Sinti und Roma; Ausland; Decision-making; Entscheidungsfindung; Pädagogische Kompetenz; Neuseeland
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 Maori 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. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01