Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice. This article examines the experiences of a group of teachers from a Māori-medium school who attended a mathematics teacher conference. By analysing the teachers’ sense of belonging through their ideas about engagement, alignment and imagination, we are able to describe how different kinds of relationships influence the inclusion/exclusion process. This leads to a discussion about what can be done by the teachers as well as conference organisers to increase these teachers’ likelihood of attending further conferences in the future.
Tamsin Meaney, Tony Trinick and Uenuku Fairhall have written an article with an interesting focus on professional development and mathematics teacher conferences. The title of their article is ‘The conference was awesome’: social justice and a mathematics teacher conference. The article was recently published online in Journal of Mathematics Teacher Education. Here is the abstract of their article: