O'Keeffe, L.Paige, K.Osborne, S.2025-12-182025-12-182019Asia-Pacific Journal of Teacher Education, 2019; 47(2):152-1751359-866X1469-2945https://hdl.handle.net/11541.2/134794Recent changes to the Australian Curriculum reinforce the need for all educators to value the cultures and perspectives of Aboriginal and Torres Strait Islander students. The disproportionately high levels of educational disadvantage experienced by many of these students has prompted the Australian Institute for Teaching and School Leadership to introduce two teacher standards aimed at improving awareness of Aboriginal and Torres Strait Islander cultures and histories, and enactment of pedagogies that support Aboriginal and Torres Strait Islander student learning.We describe a pilot study focussed on one cohort of final year mathematics and science primary/middle pre-service teachers(PSTs) as they navigate these standards. We explore PSTs’ self reported knowledge and confidence before and after targeted interventions designed to cultivate cultural responsiveness.Although the findings suggest an increase in PSTs’ perceived confidence, further work is needed towards what could be considered culturally responsive pedagogies for early career mathematics and science teachers.enCopyright 2018 Australian Teacher Education Association Access Condition Notes: Accepted manuscript available on Open Accessteacher educationmathematics and science educationAITSL standards 1.4 and 2.4culturally responsive pedagogyJournal article10.1080/1359866X.2018.15313862-s2.0-85054906121