Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

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.

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

“…Thereby, several studies were conducted to support beginning teachers' PD (e.g., Bauml, 2014;Ginns et al, 2001;Harrison et al, 2006). In Turkey, although the majority of studies investigated the challenges of beginning teachers (e.g., Doğan-Coşkun & Işıksal-Bostan, 2018;Taneri & Ok, 2014;Yanik et al, 2016), very few focused on their PD (e.g., Guler et al, 2023).…”