Structured Conference Participation: Building Professional Identity in Preservice Mathematics Teachers

Authors

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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