Learning Outside the University: The Role of Professional Conferences in Preservice Teacher Development
Location
Preston 1
Session Format
Presentation
Abstract
This qualitative case study explores the experiences of 14 preservice teachers (PSTs) who attended a professional conference centered on K–12 mathematics education. Each PST attended sessions focused on effective strategies for teaching and learning mathematics, engaged in daily debriefing discussions to reflect on and share key takeaways, and completed both pre- and post-conference surveys to highlight shifts in their confidence related to mathematics instruction. The two questions we chose to further investigate from students' pre- and post-reponses were, “I have a deep understanding of mathematics content in the grade I plan to teach, and could begin teaching students the content tomorrow,” and “I can use various tools to support student understanding.” Preliminary findings provided insight into how attending the conference aided in the growth of PSTs' understanding and confidence in teaching mathematical content. A key goal of this presentation is to highlight how attending conferences supports PSTs in developing their current teaching practices and identifying areas for continued growth in delivering mathematics instruction that is both clear and engaging for students.
Keywords
Preservice Teachers, Conference Attendance, Professional Learning, Mathematics Education, Teacher Preparation
Professional Bio
Dr. Heidi A. Eisenreich, an Associate Professor in the Department of Mathematical Sciences at Georgia Southern University, specializes in mathematics education for preservice K-8 teachers. Her teaching approach emphasizes collaborative learning, solving problems in multiple ways, and mathematical discourse to foster a deep conceptual understanding of mathematical concepts.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Eisenreich, Heidi and Fleming, India, "Learning Outside the University: The Role of Professional Conferences in Preservice Teacher Development" (2026). Georgia Educational Research Association Conference. 62.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/62
Learning Outside the University: The Role of Professional Conferences in Preservice Teacher Development
Preston 1
This qualitative case study explores the experiences of 14 preservice teachers (PSTs) who attended a professional conference centered on K–12 mathematics education. Each PST attended sessions focused on effective strategies for teaching and learning mathematics, engaged in daily debriefing discussions to reflect on and share key takeaways, and completed both pre- and post-conference surveys to highlight shifts in their confidence related to mathematics instruction. The two questions we chose to further investigate from students' pre- and post-reponses were, “I have a deep understanding of mathematics content in the grade I plan to teach, and could begin teaching students the content tomorrow,” and “I can use various tools to support student understanding.” Preliminary findings provided insight into how attending the conference aided in the growth of PSTs' understanding and confidence in teaching mathematical content. A key goal of this presentation is to highlight how attending conferences supports PSTs in developing their current teaching practices and identifying areas for continued growth in delivering mathematics instruction that is both clear and engaging for students.
