This chapter deploys the methodology of the Discipline of Noticing considering conscious reflection to promote professional development as an essential part of prospective mathematics teaching practice. From an enactivist position, I explore how my identity as an early mathematics teacher educator (MTE) emerges with prospective teachers in their virtual practices as part of a pedagogical programme within a Chilean university during the COVID-19 pandemic in 2020. Using the Discipline of Noticing as a way of developing expertise as a MTE, I begin by identifying what it means to teach at university level before discussing identity from an enactivist perspective. I explain the Chilean pedagogical programme and associated teaching practices that form part of the context where my identity as a MTE emerges through interactions with the prospective teachers. I also describe how I use an innovative approach using qualitative resources such as verbatim transcripts, to elicit the prospective teachers’ reflections and ongoing awareness of their actions. Through a narrative account, I show how questions emerge from these interactions around: raising mathematical awareness; being an attentive observer and noticing blind spots; and looking for collaborative leadership. Finally, I reflect on my identity as a MTE, distinguishing two terms that shape my actions, namely, context and contextuality, shedding light on future research in the area.