Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills
Mustafa Guler 1 , Rukiye Didem Taylan 2 * , Mujgan Baki 1 , Damla Demirel 1 , Derya Celik 1 , Esra Bukova Guzel 3 , Fatma Aslan-Tutak 4 , Aytug Ozaltun Celik 3
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1 Department of Mathematics and Science Education, Fatih Faculty of Education, Trabzon University, Trabzon, TURKEY2 Department of Mathematics and Science Education, Faculty of Education, MEF University, Istanbul, TURKEY3 Department of Mathematics and Science Education, Buca Faculty of Education, Dokuz EylUl University, Izmir, TURKEY4 Department of Mathematics and Science Education, Faculty of Education, Bogazici University, Istanbul, TURKEY* Corresponding Author

Abstract

This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 2, Article No: em0737

https://doi.org/10.29333/iejme/13091

Publication date: 01 Apr 2023

Online publication date: 17 Mar 2023

Article Views: 543

Article Downloads: 444

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