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.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 10 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 10 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 10 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 year ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago