About me
Marcela Pasquini’s role in the School of Education at Murdoch University encompasses lecturing and unit coordinating in both under- and postgraduate teacher education with a particular emphasis on Mathematics pedagogy and Inclusive Education, as well as co-leading the Academy of Inclusive Education Excellence with a focus on gifted education. In addition, she manages the School’s innovative initiatives and industry-responsive programs. Marcela relies on her diverse array of academic qualifications, including a Certificate in Gifted Education, a Bachelor of Arts in History, a Bachelor of Education in Early Childhood, Primary and Secondary Teaching, and a Master’s degree in Specialist Inclusive Education. Currently, Marcela is pursuing a Doctorate in Education, specialising in the field of gifted and twice-exceptional learners.
In her capacity as Manager: Innovations and Programs, Marcela is dedicated to the development of creative strategies for the delivery of teacher and executive education. Her work is guided by a commitment to efficiency, high standards of quality, and the achievement of elevated, meaningful and sustainable educational outcomes, all while ensuring alignment with institutional strategic objectives, and the School and University’s vision, mission and values.
Marcela’s early research trajectory is centered on the identification and support of twice-exceptional students, reflecting her longstanding engagement with both gifted education and disability studies, and exceptional commitment to inclusion and equity. Adopting a pragmatic research approach, she strives to generate practical insights and contributions that advance educational practice and policy within Australia and internationally.
Prior to her appointment at Murdoch University, Marcela Pasquini served as the Principal Consultant at the School Curriculum and Standards Authority (SCSA) of Western Australia, where she led curriculum design initiatives with a particular emphasis on Primary School Mathematics. Her expertise lies in the developmental progression of mathematical understanding and its application to inclusive, contemporary, and evidence-informed pedagogical practices that are responsive to students’ authentic learning contexts.
As the state’s curriculum lead, Marcela provided strategic advice to the state Ministry of Education on curriculum development and differentiation, policy implementation, assessment frameworks, and reporting compliance. She has delivered extensive professional development and training to a wide cohort of principals and educators across Western Australia. Marcela’s responsibilities also included extensive stakeholder engagement and consultation, and the provision of high-level support to principals and schools offering remedial Mathematics programs.
Complementing her consultancy work, Marcela brings over a decade of classroom experience, having taught students from Pre-Primary through Year 12 in both Western Australian independent schools and international contexts. Of note, within her role in the International British Schools Foundation, Marcela significatively contributed to a new school establishment and redesign. Her teaching career includes significant leadership in departmental and curriculum development across a range of primary, secondary, private and public educational contexts, including culturally diverse and bilingual settings.
Marcela is presently engaged in the development of innovative initiatives aimed at enhancing all dimensions of inclusive and contemporary pedagogical practice and school leadership in Australia and internationally.