Document Type
Article
Publication Date
2025
Abstract
This paper describes a structured approach to engaging preservice teachers in professional mathematics education conferences through a combination of presentation or volunteer opportunities. We detail a small-scale program implemented at Author’s University that removes financial barriers to conference participation while providing scaffolded support and mentorship. The program design emphasizes building a community through shared experiences and structured reflection. We offer practical guidance for teacher preparation programs seeking to implement similar initiatives, including timeline considerations, mentoring structures, and assessment strategies.
Recommended Citation
(2025)
"Structured Conference Participation: Building Professional Identity in Preservice Mathematics Teachers,"
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 16:
Iss.
1, Article 2.
DOI: 10.20429/gamte.2024.160102
Available at:
https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol16/iss1/2