Teaching and Teacher Education 113 (2022) 103658

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Teaching and Teacher Education

journal homepage: www.elsevier.com/locate/tate

Research paper

Supporting novice mathematics teachers: The impact of e-mentoring

on lesson analysis skills
Mustafa Güler*, Derya Çelik
Trabzon University, Fatih Faculty of Education, Department of Mathematics and Science Education, Mathematics Education, Trabzon, Turkey

h i g h l i g h t s

Classroom videos are integrated as an instructional material in the professional development of novice mathematics teachers.

The experiences in the pandemic have prompted researchers to look for different ways to educate in-service teachers.

E-mentoring has become a useful tool as a means to eliminate the barriers imposed by time and distance.

An e-mentoring content was proposed for improving teachers' professional development in terms of lesson analysis skills.

a r t i c l e i n f o a b s t r a c t

Article history: This one-group pretest-posttest study aims to investigate the impact of an e-mentoring application
Received 16 March 2021 enriched with video-recorded lessons and video clips on novice mathematics teachers' lesson analysis
Received in revised form skills. The participants consisted of twelve in-service teachers. The participants' ability to analyze lessons
8 December 2021
was measured through an open-ended assessment of a lesson video both before and after the inter-
Accepted 28 January 2022
Available online 10 February 2022
vention. The findings revealed that the intervention improved the novice mathematics teachers’ lesson
analysis skills significantly. This indicates that approaches such as e-mentoring in mathematics teaching
can be effective for improving teachers' lesson analysis skills.
Keywords:
Novice teacher
© 2022 Elsevier Ltd. All rights reserved.
Mathematics
Lesson analysis
e-mentoring

1. Introduction approach of observing more experienced teachers and learning to

Teacher education programs typically comprise basic courses
related to content knowledge, as well as the general pedagogy and
pedagogical content knowledge needed to prepare candidates for a
career in the teaching profession. Regardless of how well they are
prepared by their training programs, however, novice teachers
inevitably face difficulties when they begin to put into practice the
theoretical knowledge they have learned in their undergraduate
training (Solomon, Eriksen, Smestad, Rodal, & Bjerke, 2017). Such
difficulties may encompass various affective problems (Kahraman
and Kuzu, 2016), as well as problems related to teaching (Hill
et al., 2008) and classroom management (Wolff, van den Bogert,
Jarodzka, & Boshuizen, 2015). As a means to mitigate these is-
sues, inductions programs in many countries emphasize the
* Corresponding author.
E-mail addresses: mustafaguler@trabzon.edu.tr (M. Güler), deryacelik@trabzon.
edu.tr (D. Çelik).
teach (Santagata, Zannoni, & Stigler, 2007, p. 124) in real-life
classrooms for novice teachers. In other words, new teachers are
assigned to supervisors who are more experienced than themselves
(MoNE, 2017). While this idea seems useful in theory, it cannot be
said to be fully effective. In the case of mathematics teachers in
Turkey, in particular, the fact that the newly appointed teachers are
generally assigned to villages or towns far from city centers and
that they are often the only mathematics teachers in their
appointed school creates a major obstacle to this approach (Baran-
Kaya, 2019).
In addition to supervision and mentoring by more experienced
teachers, another professional development application provided
to novice teachers is in-service training, wherein novices are sup-
ported by various education directorates through seminars and
courses (Malaty, 2006; MoNE, 2017). However, in the Turkish
context, such courses are on general topics, rather than pertaining
to specific subject areas, and all teachers participate in the same
courses regardless of their field. These courses have also been

https://doi.org/10.1016/j.tate.2022.103658
0742-051X/© 2022 Elsevier Ltd. All rights reserved.
M. Güler and D. Çelik
criticized because they contain the same theoretical content as the
guidance or classroom management courses that are taught in
undergraduate teaching training programs (Çakmak, Kaçar, &
Arıkan, 2018; Ulubey, 2018). Moreover, the in-service training
courses are typically offered either at the beginning or the end of a
semester or during limited periods such as holidays. These time
constraints result in short-term trainings that focus only on theo-
retical content, rather than on practical concerns. A number of
studies have demonstrated that teachers view such in-service
workshops as ineffective, and therefore, they tend not to partici-
€ nen & Kocakaya, 2006; Keleş & Çelik, 2013). With
pate (e.g., Go
these issues in mind, there is a need to provide subject-specific and
practice-oriented content for the purpose of teacher development,
particularly with novice teachers. As a part of a comprehensive
project (for the project details, please see Güler, 2019), this study
aims to contribute to the professional development of novice
mathematics teachers in consideration of the concerns outlined
here. In this regard, the purpose of the study is to examine the
effect of an e-mentoring application enriched with classroom
videos on novice mathematics teachers’ lesson analysis skills.
2. Theoretical aspects
For over three decades, research on teacher competencies has
focused mostly on teacher cognition. Studies carried out under this
perspective have tried to determine knowledge bases that a teacher
should possess (e.g. Ball, Thames, & Phelps, 2008; Shulman, 1987).
In the context of a cognitive perspective on teachers' profession-
alism, various studies and large-scaled projects such as Teacher
Education and Development Study in Mathematics (TEDS-M)
(Blo€meke et al., 2014) have been conducted to examine teacher
knowledge in terms of various components such as content
knowledge and pedagogical content knowledge through tests.
These studies focus almost entirely on the cognitive components of
mathematics teachers' professionalism (Kaiser et al., 2017). How-
ever, teachers need to recognize and interpret student actions as a
part real classroom situation. These situations are mostly un-
planned and occur spontaneously. Current teacher education pro-
grams often do not support trainees in analyzing and interpreting
classroom situations which can affect student thinking (Michalsky,
2021). Another approach that has emerged in recent years as a
result of the limitations of cognitive aspects and the needs in
teacher education programs is the situated approach. Situated ap-
proaches on professional competencies of teachers focuses on
mainly context-specific and situated aspects of teaching and
learning (Blo € mo
€ ke et al., 2015). According to Kaiser, Busse, Hoth,
Ko€ nig, and Blo€meke (2015), this approach includes three abilities
called as “situation-specific skills” e a) perceiving specific events in
an instructional setting, b) interpreting these events, and c)
decision-making either as anticipating a response to students’ ac-
tivities or proposing alternative strategies for instructional strate-
gies (p. 374). The lesson analysis framework has been found to be an
effective framework in developing these skills, called as lesson
analysis skills, supporting arguments with evidence, focusing on
the relation between instructional decisions and student learning,
and providing alternative strategies what is observed in teaching
(Santagata and van Es, 2010; Taylan, 2018).
This paper focuses on providing professional development of
novice mathematics teachers and aiming to improve their lesson
analysis skills which are accepted as an element of teacher com-
petencies. In this case, we examined whether an online interven-
tion supported their professional developments in terms of these
skills. In general, lesson analysis skills are supported and investi-
gated through the use of videos. Therefore, we briefly introduced
lesson analysis framework and use of videos, which will support
2
Teaching and Teacher Education 113 (2022) 103658
the development of mentioned skills in mathematics teacher ed-
ucation. Additionally, the type of mentoring that we adopted to
deliver the content was introduced.
2.1. The lesson analysis framework
Our theoretical framework is built upon “lesson analysis
framework” introduced by Santagata et al. (2007). The framework
relies on the idea of learning to learn from teaching and a special
emphasis is given to the classroom instruction and student learning
(Santagata, Yeh, & Mercado, 2018). The analysis of full-length
classroom videos, which represent typical work of teaching, is the
focus of lesson analysis framework. As known, one of the main
objectives of a professional development program would be to
support teachers in overcoming the problems they face in their
teaching activities. In this sense, it is especially important to sup-
port novice teachers who have problems with teaching activities in
the early years of their profession (Cankoy, 2010; Star & Strickland,
2008), as well as guiding them to consider student needs and to
make pedagogical decisions (Schempp, Tan, Manross, & Fincher,
1998). Lesson analysis is one approach through which real class-
room events are addressed in order to respond to these needs in a
systematic manner, with a focus on teacher teaching activities and
their relationship to student learning (Güler, Çekmez, & Çelik,
2020; Santagata & Guarino, 2011). According to Hiebert and
Grouws (2007), acquiring the skills that enable teachers to
analyze their lessons through making observations on student
learning, analyzing the effectiveness of teaching in terms of student
learning, and making suggestions for improving teaching through
alternative methods (Santagata & Guarino, 2011) should be at the
center of their professional development.
The use of the lesson analysis approach in the professional
development of teachers has been recognized for more than ten
years. Professional development studies centered on lesson anal-
ysis have demonstrated that this approach is effective in ensuring
the development of both in-service teachers (e.g., Chen, 2020;
Santagata, 2009) and pre-service teachers (e.g., Baki & So €nmez,
2019). In studies that have used lesson analysis, participants were
guided in viewing video-recorded lessons via the Lesson Analysis
Framework (see Fig. 1), which is designed to direct attention to the
connections between learning goals, teaching strategies, student
learning and alternatives.
According to Santagata (2009), it is necessary for both novice
Fig. 1. Lesson analysis framework (Santagata & Guarino, 2011, p. 134).
M. Güler and D. Çelik
and pre-service teachers to experience the complexity they
encounter in the classroom through an alternative lens. Lesson
analysis provides a systematic framework for capturing and inter-
preting students' thinking in order to assess the effectiveness of
one's teaching and to draw conclusions about the teacher's teach-
ing and the students' learning (Barnhart & van Es, 2015). As such,
the lesson analysis framework serves as a tool to assist novice
teachers in realizing a range of objectives, such as recognizing
which situations are valuable in the classroom, focusing on student
thinking, and understanding which classroom events can be
effective in revealing student learning. In other words, the frame-
work prompts teachers to question the relation between teaching
activities and student learning, by tying “what is observed about
students' making progress (or not) on the learning goals with the
pedagogical practices observed in the lesson” (van Es, Tekkumru-
Kisa, & Seago, 2020, p. 37).
Santagata and vanEs (2010), in their work with pre-service
teachers, designed a process that allowed them to analyze situa-
tions that occur in a classroom environment through a lesson
analysis framework, using rubrics as an alternative. At the end of
their study, they concluded that the lesson analysis framework was
more effective than the rubrics, and that the participants were able
to interpret classroom events in depth and produce different
mathematics teaching strategies at the end of the process. In
another study conducted with pre-service mathematics teachers,
Baki and So €nmez (2019) investigated whether lesson analysis ac-
tivities supported the development of teacher candidates’ mathe-
matical knowledge for teaching. The results showed that pre-
service teachers began to notice critical events during instruction,
as well as issues that caused difficulties for students and what
points required their attention during a lesson. A further study
carried out with a limited number of in-service teachers by
Santagata and Yeh (2016) revealed that the lesson analysis frame-
work provided teachers with professional skills such as perceiving
classroom situations, interpreting student thinking, and making
decisions. As an alternative to the face-to-face studies found in the
literature, this paper explored whether an integration of the lesson
analysis framework into the e-mentoring process enriched with
videos would address and support teachers' lesson analysis skills.
2.2. Mentoring and e-Mentoring
Mentoring is a tool that applies to every kind of educational
process, from the sciences to law. Although the term “mentor” is
rooted in mythology, it has grown and flourished throughout the
history of education (Janas, 1996). As a general description, men-
toring can be defined as a process of an exchange of wisdom,
support, learning or guidance between mentors and mentees to
provide personal, spiritual or career growth (Parsloe & Wray,
2000). In terms of application, there are various types of mentor-
ing. Among these, face-to-face mentoring is perhaps the most
common and best known. According to Darwin (2000), this men-
toring type may consist of an older, more experienced teacher
assisting a newly appointed novice teacher in his or her teaching
activities. This assistance can be provided on an individual basis or
with groups of teachers (Wong, Britton, & Ganser, 2005). On the
other hand, in-person mentoring requires that the mentor and
mentee come together and is thus constrained by timing and
location. In the case of novice teachers who are appointed to
schools in villages or small towns, face-to-face mentoring becomes
difficult, since more experienced teachers in their subject area are
not always available. As such, e-mentoring has emerged as a means
to overcome this obstacle. Given the ability afforded by digital
media to bring together individuals from different places at the
same time and to eliminate formality among the participants
3
Teaching and Teacher Education 113 (2022) 103658
(Hunt, Powell, Little, & Mike, 2013), e-mentoring has been
increasingly implemented in induction programs of newly
appointed teachers and novice teachers in recent years (Ceven-
McNally, 2016). Research on the effects of e-mentoring on teacher
professional development (Brintnall, 2002; Legler, 2017; Russo,
2013) emphasizes such practices as ensuring the adjustment of
new teachers to their profession.
2.3. Mentoring in teacher education
Mentoring in teacher education has been a key issue in ensuring
the professional development of classroom practitioners. In this
sense, neither professional development nor teacher education is
limited to pre-service training; rather, this process continues dur-
ing in-service practice, particularly in the first five years of teaching,
which constitutes the novice period (Mok, 2005). This transitional
time can be a breaking point for new teachers, not only in terms of
the psychological impact of adapting to the classroom, but also in
terms of professional processes (Hoy & Woolfolk, 1990). Numerous
studies have highlighted the need for support during this novitiate
period (Darling-Hammond, 2010; Schlager, Fusco, Koch, Crawford,
& Phillips, 2003), and mentoring practices have come to the fore-
front as a means to provide this support, especially in countries
with higher scores from international comparative exams such as
PISA. For example, in Finland, where most teachers are in the
category of qualified practitioners (OECD, 2015), group mentorship
has been provided for novice teachers under the guidance of ex-
perts since 2008 through an application known as Osaava Verme
(Driskell, 2018). Similarly, in Shanghai, novice teachers join a cul-
ture of lesson-preparation and teaching-research groups as a part
of an induction program (Wong et al., 2005). Through this practice,
priority is given to discussion of the lessons of inexperienced
teachers and development of their courses through lesson analysis.
Cooperation between schools and universities has also been
stressed by Feiman-Nemser (2001) as an important means to
bridge the gap between theory and practice, as well as an oppor-
tunity to develop new models for teacher development. In Finland,
for instance, mentoring practices are carried out with the partici-
pation of both an experienced school teacher and a faculty member
from a teacher education program, and the difficulties experienced
by novice teachers are examined through these different perspec-
tives (Driskell, 2018). On the other hand, in Turkey, cooperation
between schools and higher education institutions appears to be
limited to one-year internship in schools during pre-service teacher
education. With this in mind, within the scope of the present study,
a protocol was developed between the Ministry of National Edu-
cation and a state university that involved faculty members actively
participating in the professional development of novice in-service
teachers.
2.4. Using videos in teacher education
Although the application of videos in teacher education has
become more popular in recent years, video recordings have been
used as a tool for educational research for about half a century. The
first examples of this occurred with the use of videos in micro-
teaching, wherein student teachers practice a specific teaching skill
such as lecturing in short lessons of about five to 10 min with small
groups of their peers (Sherin, 2003). However, with technological
developments and the widespread use of tools that enable video
editing, the application of videos for other purposes, such as
developing pre-service and in-service teachers' professional
noticing skills (van Es & Sherin, 2008) and lesson analysis skills
(Santagata, 2009) has become more prominent. In this regard,
Gaudin and Chalie s (2015) point out that videos offer opportunities
M. Güler and D. Çelik Teaching and Teacher Education 113 (2022) 103658

to improve both pre-service and in-service teachers’ ability “to process are outlined in the following sections.
identify certain classroom events, despite their multiplicity,
simultaneity and complexity” (p. 46).
There are various practices with respect to the use of videos,
3.1. Participants
including the video club, which is common in teacher education
(Mitchell & Marin, 2015; Reuker, 2017). Video clubs consist of
The participants in the study, which was conducted in the
meetings at certain periods wherein participants discuss lessons in
2017e2018 academic year, consisted of middle school mathematics
terms of video-recorded classroom events. Numerous studies have
teachers in various districts of a northern city of Turkey. As the
shown that video clubs have the potential to support professional
study focused on the development of novice teachers, those with
development, including van Es and Sherin (2010), who revealed
less than five years of experience were included in consideration of
that teachers who participated in a video club became more specific
professional development models and early professional develop-
about referring to students' and teachers’ actions. Two types of
ment (Berliner, 1994; Mok, 2005). Namely, because one stage af-
video applications have been noted: one in which video clips
fects the following stages in the teacher development process,
containing certain moments are analyzed, and one in which a
developmental events that occur in the first five years of practice
whole lesson is examined. With short video clips, viewers are able
are defined as critical (O'Brien, 2009). Moreover, since the e-men-
to focus on certain events such as student thinking (e.g., Sherin,
toring approach adopted in the study required internet connec-
Linsenmeier, & van Es, 2009), while videos of a whole lesson can
tivity, another criterion for the selection of participants was their
be used to discuss the purpose of the course, the strategies used by
access to the internet. Accordingly, a total of 15 teachers working in
the teacher, evidence of student learning and alternative ways of
the villages, towns and districts of the remote areas of the region
teaching (Santagata & Angelici, 2010). Studies related to the use of
and whose professional experience constituted less than five years
both video clips (e.g., Sherin et al., 2009) and whole-lesson videos
were asked to join the study. Each participant was interviewed
(Santagata & Angelici, 2010) have found positive results with
individually and informed about the project. One of the teachers
respect to professional development. In consideration of these re-
stated that she had no internet connection at home or in the village
sults, both video applications were embedded into the process of
where she lived, and another two stated that they preferred not to
this study.
participate. Twelve agreed to participate on a voluntary basis. The
According to Wyatt and Arnold (2012), viewing videos within an
characteristics of the participating teachers are shown in Table 1.
e-mentoring experience has the potential to encourage teacher
In order to ensure healthy individual development in the course
reflection. However, although videos are becoming widespread as
of the mentoring activity, the project team decided that the
resources for teacher education, a limited number of studies have
mentees should be divided into two groups (six for each) and that it
focused on the use of video recordings of classroom episodes or
would be appropriate to conduct the activities in the electronic
whole lessons, or on engaging new teachers with mentors in an e-
environment on different days of the week for each group. A total of
mentoring application in order to improve professional skills such
three mentors (who were also the researcher of the project) took
as noticing and reflecting. One such study, conducted by McFadden
part in the process, with two mentors in the first group, two in the
et al. (2014), involved an online teacher induction design enriched
second group and one mentor in common for both groups.
with asynchronous video annotation. The goal of this process was
Although the mentor who worked with both groups found the
to enhance reflective practice and inquiry-based instruction for
workload challenging, this approach was preferred in order to
beginning secondary science teachers. Based on the findings, the
ensure uniformity in terms of practice. Mentoring has often been
authors of the study proposed that the use of video annotation tools
identified as the guidance given to novice teachers by more expe-
could support the development of deeper reflective practices. In
rienced colleagues (Moir, Barlin, Gless, & Miles, 2009). Additionally,
another study conducted by McNally (2016), novice science
in some instances, academicians (faculty members) also take part
teachers were supported in developing their professional skills by
in mentoring activities in teacher training (Driskell, 2018). Both of
analyzing their own teaching experiences through video-recorded
these aspects were considered in the selection of mentors in the
classroom observations. The study concluded that the interven-
present study. Accordingly, the mentors chosen were mathematics
tion helped teachers to focus on concrete evidence, as well as on
teacher educators who also had a background teaching in schools.
analyzing a hypothesis about the impacts of teacher actions on
They had at a minimum of 20 and a maximum of 22 years of
student learning. However, aside from the existing designs, little is
teaching experience and had taught general pedagogy and courses
known about the extent to which an e-mentoring intervention
related to pedagogical content knowledge (e.g., teaching of algebra,
enriched with videos in synchronous environments improves
numbers, etc.), as well as specialized teaching methods, school
specific skills such as lesson analysis, particularly in subject areas
experience and practicum courses.
such as mathematics. In this study, an e-mentoring environment
enriched with videos was designed to support the professional
development of novice mathematics teachers, and the effects of Table 1
this approach on their lesson analysis skills were examined. Characteristics of mentees.

Teacher Code Experience (Years) Place of duty

3. Method
T1 3 Town
T2 4 Village
In order to examine the effect of the e-mentoring process on T3 2 Village
novice mathematics teachers’ lesson analysis skills, we developed a T4 1.5 Village
simple pre- and post-test study approach. As a means to conduct an T5 4 Village
T6 1.5 Village
e-mentoring practice program effectively and to examine the
T7 4 Town
impact of the applied content, a single group of participants was T8 1.5 Town
taken into consideration. Since we focused on changes in the lesson T9 1.5 Town
analysis skills of novice mathematics teachers, a one-group pretest- T10 3 Village
posttest design was carried out. A description of the participants, T11 3 Village
T12 1.5 Town
the data collection tool, the analysis of the data and the treatment
4
M. Güler and D. Çelik
3.2. Process
Three stages were followed in the mentoring process: Initiation,
cultivation and separation. In the first week of the two-week initial
stage, a face-to-face meeting was held with the twelve teachers to
inform them about the process and content of the e-mentoring. In
the second week, individual interviews were conducted with the
teachers, and their professional needs were considered. To deter-
mine the professional needs of the teachers, observation data that
were obtained within the scope of the larger project but not
covered in this study were also shared with the teachers. The pre-
test video analysis implementation was also conducted with the
teachers in the second week of the first stage. Finally, the Adobe
Connect software that was used in the mentoring process was
introduced, the functions of the software were taught, and a brief
application was conducted. The teachers were then divided into
two groups with a balanced distribution in terms of years of
teaching experience. The aim of carrying out the mentoring with
two groups instead of one was to better support individual devel-
opment. Each session lasted between 130 and 170 min, and each
session was facilitated by two mentors, as detailed in the descrip-
tion of the participants. The 8-week e-mentoring process (see
Table 2) was then initiated with each group meeting on different
days.
The first 6 weeks of the 8-week e-mentoring process was con-
ducted with the groups, while the last 2 weeks were carried out
with the teachers on an individual basis. In the group imple-
mentation, a discussion environment was created by the mentors
in order to address the targeted objectives. For instance, in the first
week of the e-mentoring, the discussion began with the charac-
teristics of an effective teacher. Each participant was given a virtual
microphone and was asked to express his or her opinions on this
matter. The discussion, which was directed by the mentors towards
the area to be developed, continued with the introduction of the
domains of mathematical knowledge for teaching. Specifically, the
framework generated by Ball et al. (2008) was introduced, high-
lighting pedagogical content knowledge and its components with
an emphasis on the knowledge of students. Since student under-
standing, mathematical thinking, and possible difficulties and
misconceptions are at the core of this component, a discussion was
guided accordingly for the following short video clips. Then, the
Table 2
Content of e-mentoring process.
Weeks Objectives
Week Introducing the basics of pedagogical content knowledge and the framework of
1 Ball et al. (2008); showing interview video clips and conducting discussions on
the clips; examining short video clips from different courses.
Week Reviewing short video clips recorded by teachers in terms of student thinking
2 and teacher actions; introducing the LAF (Santagata et al., 2007) and viewing a
classroom video; exploring critical events in the video in consideration of the
components of the LAF.
Week Conducting discussions on the videos given as task in the previous week and
3 then analyzing a different videotaped lesson as a whole.
Week Discussing the lesson plan and examining a shared lesson plan; watching the
4 videotaped lesson of the examined plan; explaining the stages of the lesson plan
by mentors.
Week Examining the plan for the teacher to follow; analyzing the videotaped lesson
5 within the frame of LAF and evaluating the lesson plan together with the actual
lesson.
Week Examining the plan for the teacher to follow; analyzing the videotaped lesson
6 within the frame of LAF and evaluating the lesson plan together with the actual
lesson.
Weeks Sharing the report of the previous week's task with the mentor and discussing
7 the reflections on the practice.
and
8
5
Teaching and Teacher Education 113 (2022) 103658
discussion was oriented toward the possible student thinking and
difficulties related to a structured scenario. Finally, short videos
were shown of interviews in which the question in the scenario was
directed to the students, and discussions were conducted on the
student thinking and the teacher's actions. For instance, as shown
in Fig. 2, the mentors first introduced the scenario on the left-hand
side and discussed with teachers the possible misconceptions and
difficulties in understanding on the part of the students. Afterward,
a short video clip related to the scenario was shown to the teachers,
as indicated on the right side of the figure, to stimulate discussion
of the students' mathematical thinking. The teachers expressed
their opinions via the dialog box or using their microphone. At the
end of Week 1, the teachers were asked to conduct interviews with
one of their students within the framework of a protocol that was
shared with them and to videotape these interviews and share
them with the mentors via Google Drive, OneDrive, or any other
cloud storage tool. In the second week, discussions similar to the
previous week were conducted on three short videos selected by
the mentors, including various aspects of student thinking
(different solutions, misconceptions, and so on) from among the
videos shared with them by the teachers. After the discussion of the
video clips, the lesson analysis framework, which offers the op-
portunity to analyze a whole course beyond video clips, was
introduced; and then a video from the real classroom environment
was shown and analyzed in terms of the components of the lesson
analysis framework. Thus, unlike the analysis of the shorter video
clips, the participants experienced the complexity of evaluating the
lesson as a whole. The mentors guided the discussion in line with
the questions of each component of the lesson analysis framework
(to see the questions belonging to each component, please see
Güler (2019)). At the end of the second week, a TIMSS-released
video was shared with the teachers, and they were asked to
analyze the video and prepare a report in line with the components
of the lesson analysis framework. This report was shared with the
mentors for examination.
Week 3 then started with a discussion of the reports; the
mentors brought up the points that the teachers had emphasized,
as well as those they had been expected to focus on but had ignored
(e.g., mathematically significant pedagogical opportunities to build
on student thinking and the effect of the adopted method on stu-
dent learning). Subsequently, similar discussions were conducted
Task for the next week
Conducting interviews with students in line with a given protocol, recording
these interviews, and sharing them with mentors via the cloud.
Analyzing a shared TIMSS video in accordance with the components of the LAF,
preparing a report covering each component of LAF, and sharing the reports
with the mentors via e-mail.
Reading the given material.
Preparing a lesson plan for the upcoming lesson objectives in consultation with
mentors; applying the plan in the classroom and sharing the records with the
mentors via the cloud.
Preparing lesson plans for the upcoming lesson objectives in consultation with
mentors; applying the plan in the classroom and sharing the records with the
mentors via the cloud.
Eliciting the ideas of the mentors about the potential teaching difficulties related
to the upcoming lesson objectives, preparing a lesson plan with the guidance of
the mentor, applying the plan, and analyzing it by reviewing the lesson video.
Eliciting the ideas of the mentors about the potential teaching difficulties related
to the upcoming lesson objectives, preparing a lesson plan with the guidance of
the mentor, applying the plan, and analyzing it by reviewing the lesson video.
M. Güler and D. Çelik
Fig. 2. A reflection from the application in the first week*
Code names were used and the camera image was hidden and the scenario question in the figure was translated from Turkish to English, keeping the same meaning.
about a different lecture video within the context of the lesson
analysis framework, and articles related to planning a lesson and
the learning setting were given to the teachers to read for the next
week. In week 4, the lesson plan was emphasized. The discussion
was initiated by asking the teachers whether they had prepared
their lesson plans or not, continuing with what the lesson plan
facilitated and of the parts that were included. Afterward, a lesson
plan was shared with the teachers, and a video-recorded lesson
consisting of an implementation of this lesson plan was evaluated
from the perspective emphasized in this session. Namely, the
characteristics of a lesson plan (such as the purpose of the lesson,
student learning, possible student thinking, preferred teaching
approach), were discussed by associating them with the lesson
analysis framework. At the end of this week, the teachers were
divided into groups of three and were asked to prepare a lesson
plan as a group relating to the subject they would teach. A teacher
from the group was then expected to implement the plan and to
share the video recording with the mentors. In this process, the
teachers were told that they could receive feedback by sharing their
plans with their mentors before they were implemented, and the
plans were finalized with the involvement of the mentors. During
the 5th week, the groups watched each other's recorded videos,
and after undergoing similar evaluations as carried out in the
previous weeks, the group implementing the plan conducted a self-
assessment. The same process was carried out in the sixth week.
For the final two weeks of the treatment (the separation stage),
the e-mentoring was carried out with individual teachers in order
to focus on their specific needs in greater depth. In this phase, the
process centered on preparing and implementing lesson plans in
order to intervene in the problems that the teachers had already
experienced or might encounter in relation to the topic they would
be teaching. In addition, the mentoring aimed to guide the teachers
in analyzing their lessons and presenting reflections on their own
teaching practices. The individual mentoring was carried out via
email and/or optional e-mentoring.
In order to share the videos and carry out the e-mentoring, the
Web Connections function of Adobe Connect was used and inte-
grated with YouTube. One or two days before each lesson, the
mentors held preparatory meetings during which they evaluated
and selected tasks that contained useful content, such as rich
student-teacher interaction and/or interesting teaching moments,
as well as discussing the following lesson. In addition, the mentors
viewed all of the video-recorded lessons individually and then
discussed their notes in the preparatory meetings.
6
Teaching and Teacher Education 113 (2022) 103658
3.3. Data collection tool
As noted previously, the use of videos in both pre-service and in-
service teacher training has become more prevalent in recent years
in developing pedagogical content knowledge, as well as lesson
analysis and noticing skills (e.g., Karsenty & Sherin, 2017; Santagata
& Taylor, 2018; van Es & Sherin, 2010). Furthermore, in addition to
supporting instructional environments with videos, evaluations
made by using videos to examine the effectiveness of designed
sequences have become a popular approach in recent years
(Santagata et al., 2007; Seidel, Blomberg, & Renkl, 2013). The ex-
amination in this study of the development of the novice mathe-
matics teachers is in line with this trend, using a video-recorded
lesson as a pre- and post-test to investigate the effects of the
intervention. Compared to shorter edited video clips, video-
recorded lessons offer the opportunity to analyze a class from a
holistic perspective. In other words, while short videos provide an
opportunity to focus on specific components in greater depth (e.g.,
student thinking, as with Sherin et al., 2009), a full-length video-
recorded lesson provides the opportunity to talk about the entire
process, from the aim of the lesson to the strategies used by
teachers, the effects on student thinking and possible alternative
approaches (Santagata & Angelici, 2010). Moreover, it has been
suggested that a video-recorded lesson should reflect the teacher-
student interactions adequately; and that the stages of the teach-
ing process should be clear and give the opportunity to comment
in-depth on the mathematical content (Sherin & van Es, 2009).
With these requirements in mind, a video pool was created from
recordings of various teachers' lessons. From these, the three
mathematics educators independently chose three videos that they
thought would serve the purpose of the study. Then, a single video
that had been selected by all three researchers independently was
determined as the data collection tool, because it contained rich
teacher-student interactions and a high degree of evidence and
clarity of student thinking, and the stages of the lesson were clearly
separated. In order to eliminate the dilemma of whether the
possible changes in teachers' scores were due to the instrument or
to the video-enriched content, the same pre- and post-test videos
were chosen. In addition, to eliminate the video-induced effects of
the possible changes in the scores, the videos were not shared with
the teachers, and more than two months elapsed between
applications.
The video-recorded lesson that was employed as a data collec-
tion tool addressed the 6th-grade learning objective from the
M. Güler and D. Çelik
Turkish curriculum, “the student draws the height to any side of a
parallelogram.” In the literature, it has been suggested that dividing
a whole-lesson video into shorter clips is useful for capturing
important moments (Santagata et al., 2007; Santagata & vanEs,
2010). With this in mind, the whole-lesson video (a total of
30 min) chosen for the study was divided into four segments: one
from the warm-up phase (the first 6.5 min), two from the devel-
opment phase (7 and 8.5 min, respectively), and one from the
closure phase (the last 8 min). The participants were asked to
answer questions about each segment of the video. In preparing
these questions, which can be referred to as video evaluation
questions, the lesson analysis dimensions were taken into consid-
eration (Santagata & Yeh, 2016) as a means to examine the effect of
the intervention on developing lesson analysis skills (transcripts of
the video segments can be found in Güler, 2019).
Before the video series was shown, the teachers were asked to
take notes about the moments they observed; it was emphasized
that the notes could be related to anything that stood out to them
(e.g., teacher or student actions, organization of the lesson, type of
problems the students were working on or any other aspects of
interest). The teachers were informed beforehand about the lesson
objective, and the questions to be answered at the end of each
video were distributed. After each video was played, teachers were
asked to answer the following questions: (1) What were the mo-
ments that most caught your attention in the video? Why? (2)
What do you think about the appropriateness of the approach used
by the teacher and the contribution of the students to the learning
process? (3) What would be your suggestions to the teacher (if
any)? There was no limitation in terms of time for responding to the
questions; all teachers were expected to complete their answers.
The pre-test and post-test were conducted in a technology class-
room at a public university before and after the e-mentoring
process.
3.4. Data analysis
The framework that was used to analyze teachers' professional
development was the lesson analysis framework. In order to assess
the novice mathematics teachers' lesson analysis skills following
their participation in the e-mentoring program, a scoring grid
developed by Santagata et al. (2007) was adopted for this study.
Accordingly, five dimensions were coded: (1) Elaboration; (2) Links
to Evidence; (3) Mathematics Content; (4) Student Learning; and
(5) Critical Approach. The teachers' analyses for each of these di-
mensions were coded as low, medium or high quality. While the
comments in the elaboration dimension concerned the nature of
the reason(s) provided to explain the events that they found
interesting, the links to the evidence concerned the extent to which
the observations were associated with the teacher-student actions.
Mathematics content, on the other hand, refers to the extent to
which the mathematical content was included in the comments
about the observed lesson. In the student learning dimension, the
focus was on whether the student's mathematical thinking and
learning was considered; and in the critical approach, which is the
final dimension, the emphasis was on critiquing the teaching with
respect to the instruction adopted by the teacher. Table 3 represents
the coding scheme, including descriptions of each code, in addition
to an example from the novice mathematics teachers' responses in
each dimension.
To carry out the coding process, the researchers applied the
passage-based coding approach used by McDuffie et al. (2014). As
such, the comments presented by the novice mathematics teachers
for each video clip were considered as a passage, and each passage
was coded as a whole in terms of each of five dimensions. In other
words, the passages as a whole were coded independently for each
7
Teaching and Teacher Education 113 (2022) 103658
dimension in the framework. Six mathematics teacher educators
specializing in teacher training, as well as research experience, took
part in the coding. The specialists were divided into three groups of
two. Each of the three groups collaboratively coded the comments
of the twelve teachers on the four video clips in accordance with
the rationales given in the coding scheme (see Table 3). The results
of the coding were compared, revealing that at least two of the
three groups agreed on a code for each item. When all of the codes
(480 in total) were considered, it was seen that the three groups
scored only 8 codes differently, and the codes were in agreement
between all three groups at a rate of 80%. This rate supports the
reliability of the rubric. For each dimension, the analyses were
scored as 1 for comments coded as low; 2 for medium and 3 for
high-quality comments. The total score that a teacher received from
a dimension was obtained by adding the scores from the four
videos in the related dimension. Considering that there was a total
of four video clips, each teacher received at least 4 points from a
dimension, with a maximum of 12 possible points. Sabo and Boone
(2013) suggest conducting a non-parametric test that is robust to
both “sample sizes smaller than 30” and non-normally distributed
data (p. 107). Therefore, the Wilcoxon signed-rank test was applied
in order to determine whether the mentoring process brought
about significant change in the five dimensions of the novice
mathematics teachers' lesson analysis skills. The standardized
mean difference (Hedge's g, effect size) was also computed as the
mean difference before and after the e-mentoring.
4. Results
In this section, each dimension of Santagata's (2009) lesson
analysis framework is presented separately, highlighting changes in
the quality of teachers' responses as measured by statistical tests.
The results with regard to the improvement made by the teachers
(if any) were examined in terms of each dimension using non-
parametric tests.
4.1. “Elaboration” dimension
The examination of the novice mathematics teachers' lesson
analyses carried out before and after the e-mentoring application
indicated that one of the most improved dimensions was that of
elaboration. Almost half of the 48 codes (from 12 teachers x 4 video
clips) relating to this dimension taken before the intervention
showed that the teachers only gave descriptions of their observa-
tions on the video-recorded lesson. On the other hand, after the
implementation, most of the novices went beyond the description
of their observations and/or focused on causal responses between
the teacher's activities and student learning. While the average
score of the novice mathematics teachers before the application
was 5.75, this value increased to 10.25 after the application. Wil-
coxon signed-rank test results indicated a statistically significant
improvement following the application (Z ¼ 3.075, p ¼ .002). In
terms of the quality of their analyses, none of the novice mathe-
matics teachers presented a high-quality result prior to the appli-
cation. However, following the application, the post-test results
revealed only one that was encoded as low quality in a video clip;
all of the remaining codes were medium or high, and primarily
high. Table 4 presents the responses of the T9 before and after the
intervention in elaboration dimension.
Compared to the post-test, the responses of T9 in pre-test was
limited to the actions what teacher or student did in the video.
Although the responses of the teacher moved from what observed to
mere descriptions, no connection between teacher's instruction and
student learning were found.
M. Güler and D. Çelik Teaching and Teacher Education 113 (2022) 103658

Table 3
Coding protocol (Adapted from Santagata et al., 2007).

Dimension Codes Description Example

Elaboration Low Comments include only descriptions of what the novices She (the teacher) asked the students to write on the board. One of the students
quality mathematics teachers observed. headed to the trash to sharpen a pencil.
Medium Comments go beyond a mere description but do not contain a I like the teacher showing that more than one equal height can be drawn.
quality detailed analysis
High Comments consist of elaborated analyses that include causal The teacher's transition from the height drawing in parallel lines to the
quality responses regarding the teacher's activities and student parallelogram makes it easier for students to draw the height(s) in the
learning. parallelogram and helps them to make a connection.
Links to Low Comments include general references to large portions of the It was nice to see the students having fun in class. I think students should always
evidence quality lesson. have fun.
Medium Comments focus on teacher and student actions but provide During the lesson, the teacher tried to have the students find the solution
quality only general evidence. themselves. This is a good approach, but towards the end of the lesson, the
students were confused, and the teacher had difficulties.
High Comments focus on specific teachers' or students' actions A student drew the height of the side |DC|. Actually, this was an error, but it was a
quality observed in the video. good coincidence. This gave the teacher the opportunity to emphasize which
side they should be aware of while drawing the height. In general, students drew
the heights of side |AB|.
Mathematical Low Comments do not mention mathematical content. The teacher patiently listened to the students' ideas.
content quality
Medium Comments include only limited mathematical content, such as The introductory example used to enable students to grasp the concept of height
quality naming mathematical terms or remarking on general actions. was the right choice.
High Comments involve discussion of the strategies employed by The oblique parallelogram sample employed by the teacher is
quality the teacher to teach specific mathematical content or refer to an opportunity for the students to see parallelograms of
student learning with respect to specific mathematical ideas. different types and to comment on the characteristics of these
parallelograms (such as their height).

Student Low Comments focus only on teacher actions and do not mention Inadequate explanations given by teachers may lead to misunderstandings in
learning quality the student. students (without providing any evidence). However, the teacher tried to keep
the students active.
Medium Comments focus in part on the student's learning or It was very useful for the students to draw the heights themselves. The volunteer
quality mathematical thinking and provide statements about what the students drew the parallelograms they wanted individually on the blackboard.
student is doing.
High Comments provide inferences about a student's mathematical The students always specified the lengths of the sides when identifying the
quality thinking and learning, and/or a specific action of the teacher to height of the side DC: for example, the line segments AD and AB. Here, students
provide opportunities for student learning. may generalize the side length to be the height in transitioning from the
rectangle to the parallelogram. This should have been addressed by the teacher.
Critical Low Comments that include positive or negative judgments I did not like the method the teacher used.
approach quality without providing reasoning.
Medium Comments that criticize the observed instruction, providing I cannot say that the teacher successfully taught the concept of height to the
quality suggestions without merit. students. She had plenty of questions to answer.
High Comments that offer critical evaluations of the observed The teacher used the definition, “perpendicular descending from the corner to
quality instruction and make consistent evidence-based suggestions. the opposite line segment” while drawing the height of the parallelogram. This
was not an appropriate definition for the height of the parallelogram. If I were
the teacher, I would define the term of a height and write it on the board. Then, I
would extend the parallel line segments to show that the heights descending to
the side extension are equal.

Table 4
Representative example of T9 which illustrate differences in elaboration dimension between pre-and post-tests.

Teacher Excerpts Codes

The teacher tries to measure the students' previous knowledge about the subject. She completes this stage in a sufficient amount of time through question Low quality
and answer … She invited different students to show their work on the board each time. She told the students who answered incorrectly to wait in front
of the board until the correct answer was received (by another student). [Pre-test]
The teacher briefly reminded what a parallelogram is. She asked students to define the parallelogram and guided them to use correct expressions while Medium
doing so. For example, she asked the question “what is equal oppositely?” and reminded the concept of height. Emphasis was placed on the concept of quality
“perpendicular distance”. I liked that different students drew different heights. [Post-test]

4.2. “Links to evidence” dimension
According to the comparison of the pre-test and post-test,
another dimension in which the novice mathematics teachers
improved was links to evidence. The pre-test results showed that
more than half of the participants performed at the medium-
quality level, and almost half performed at the low-quality level.
None of them carried out a high-quality analysis. On the other
hand, the post-test results indicated that most of the novice
mathematics teachers had improved their performance to the
middle- or high-quality level. In this respect, it was observed that
they began to focus on particular teacher-student actions, rather
than simply making abstract comments about the lessons; these
comments were supported with evidence related to a specific

8
M. Güler and D. Çelik
action. The descriptive statistics showed that the average scores of
the participants increased from 6.08 on the pre-test to 10 on the
post-test. Furthermore, it was concluded that the development in
the links to evidence dimension was statistically significant
(Z ¼ 3.077, p ¼ .002). Table 5 presents the responses of the T2
before and after the intervention in links to evidence dimension.
As observed in Table 5, the comments of the teacher in terms of
links to evidence dimension show that it is a general comment,
namely the noise in the classroom. On the contrary, video com-
ments from the post-test showed that the focus was on direct
teacher action and its role in overcoming student difficulty.
4.3. “Mathematics content” dimension
With respect to the mathematics content dimension, the novice
mathematics teachers performed better on the pre-test than in the
other dimensions. In spite of this, it was observed that none of them
provided high-quality comments on any of the video clips, and
about two-thirds of the codes were at the medium-quality level. In
this case, the participants provided general comments, using only
the names of mathematical terms in their interpretations. They did
not focus on teaching specific content or on learning specific
mathematical ideas. On the other hand, the results of the post-test
indicated that, as with the other dimensions, the novice mathe-
matics teachers achieved scores classified as medium and high
quality. The average scores from each test revealed that their scores
improved from 6.17 on the pre-test to 10 on the post-test. It was
also found that this improvement in the mathematics content
dimension was statistically significant (Z ¼ 3.071, p ¼ .002). This
result was due to the fact that the participants not only expressed
the mathematical terms they observed in the video-recorded
lesson, but they also addressed specific mathematics content in
the context of teaching and learning. The responses of the T8 before
and after the intervention in mathematics content dimension are
presented in Table 6.
When T8's responses to the viewed video in the pre-test and
post-test were analyzed in terms of mathematics content, we found
that the comments before the intervention did not include math-
ematical details. However, comments in the post-test focused
mostly on teacher actions and student learning by providing
mathematical content.
4.4. “Student learning” dimension
According to the results of the pre-test, the dimension in which
the novice mathematics teachers scored the second lowest was
student learning. In this respect, the analysis revealed that their
focus in the classroom recording they observed was on the teacher;
most of them did not mention the student at all. However, the
participants'’ average scores increased from 5.58 on the pre-test to
9.17 on the post-test after the intervention. It was also found that
the post-test scores were significantly higher than the pre-test
Table 5
Representative example of T2 which illustrate differences in links to evidence dimension between pre-and post-tests.
Teacher Excerpts
The thing I noticed was the noise in the classroom. Even I had a hard time following the teacher clearly. [Pre-test]
Drawing the height of the side [BC] in the figure (at the left) I drew is a situation that students have a lot of difficulty with … Teacher's High
questioning the drawing of the height of the side [BC] was an effective way of teaching. Students usually only know how to draw the height quality
of the [DC] side. [Post-test]
9
Teaching and Teacher Education 113 (2022) 103658
scores (Z ¼ 3.211, p ¼ .001) This result is important, as it reveals
that the novice mathematics teachers started to focus on student
learning, leaving behind the approach of focusing on the teacher,
and that they established a relationship between students' math-
ematical thinking and the opportunities provided by the teacher in
the video-recorded lesson. As such, very few of the novice math-
ematics teachers’ comments on the post-test were coded as low,
and the majority of the responses were coded as medium or high
quality. The responses of the T7 before and after the intervention in
student learning are presented in Table 7.
The analysis of the teacher showed that she focused on student
actions in the pre-test, while inferences were made about the
students' mathematical thinking as a result of a specific action in
the post-test. Namely, while only the parallelogram drawings of the
students were mentioned before the intervention, the teacher
focused on showing the different heights to the students in the
post-intervention responses, and the role of showing the heights of
different sides in preventing the perception that there is a single
height was discussed.
4.5. “Critical approach” dimension
In the examination of the pre-test results, it was revealed that
the novice mathematics teachers performed most poorly in terms
of the lesson analysis dimension of critical approach. Their com-
ments relating to this dimension prior to the e-mentoring consisted
of either positive or negative statements that did not offer evidence
for their views, or of no critiques at all. However, their average
scores improved from 5.5 on the pre-test to 10.08 on the post-test.
The statistical analysis indicated a significant improvement in the
critical approach dimension (Z ¼ 3.082, p ¼ .002), as with the
other dimensions. On the post-test, it was observed that the novice
mathematics teachers’ critical approaches evolved from baseless
criticisms to providing evidence and even recommendations. As
with the other dimensions, a small number of the responses on the
post-test were coded as low-quality, while the majority of re-
sponses were coded as medium- or high-quality. Table 8 displays
the representative responses of the T5 in pre and post-test in terms
of critical approach dimension.
When T5's pre- and post-intervention lesson analyses are
compared from the perspective of critical approach, the consider-
able difference in the depth of the analyses draws attention. That is
to say, while the teacher made a general comment regarding the
quality of the instruction without presenting any evidence in the
pre-test, she enriched her comments by presenting evidences from
the lesson and made consistent suggestions as a result of her critics
in the post-test.
In sum, we found that the novice mathematics teachers showed
significant improvement in all dimensions of lesson analysis. Fig. 3
summarizes the results from all dimensions, alongside Hedge's g
effect size. As the effect sizes indicate, the improvement in each
dimension had a high impact value.
Codes
Low
quality
M. Güler and D. Çelik Teaching and Teacher Education 113 (2022) 103658

Table 6
Representative example of T8 which illustrate differences in mathematics content dimension between pre-and post-tests.

Teacher Excerpts Codes

While the teacher reminded the students of their previous learning, she listened them carefully and took their opinions …. The questions in the introduction of Low
the lesson were good. However, I think the instruction was not clear. At times, she also controlled the students a lot. [Pre-test] quality
It was good to start with the question “What is height?” and get student answers … The teacher's drawing and measuring different non-perpendicular line High
segments from the vertex to the opposite side, and asking students “Which of these do you think will be the height?” was a very good point. She understood quality
whether the students could distinguish which represented height. [Post-test]

Table 7
Representative example of T7 which illustrate differences in student learning dimension between pre-and post-tests.

Teacher Excerpts Codes

I found it positive that the teacher reminded the students “What was the parallelogram?” related to the subject before moving on to the subject. After taking Medium
their ideas related to the properties of the parallelogram, teacher's asking students to draw parallelograms on the board was effective. [Pre-test] quality
It has drawn the heights of the [BC] edge. It was good that it showed that height can be drawn to the extension of the edge as well … In High quality
addition, if the height of the [DC] side was asked comparatively and the students were drawn, the idea that the height would not belong
only to that side would be aroused. [Post-test]

Table 8
Representative example of T5 which illustrate differences in critical approach dimension between pre-and post-tests.

Teacher Excerpts Codes

The teacher's preferred approach may have served student learning. Low
quality
The teacher asked the students to draw the heights of the [BC] edge. It was good to show that a height can be drawn to the extension of High
the edge as well … In addition, if the students were also asked to draw a height of the [DC] side, the idea that the height would not quality
belong only to one side would be aroused. [Post-test]

Fig. 4. Comment quality frequencies of novice mathematics teachers.

Fig. 3. Overall assessment in all dimensions.

teachers’ lesson analysis skills. More specifically, the study focused

The responses of each novice mathematics teachers to the 4
video clips were examined in terms of the five dimensions of lesson
analysis. In this context, 240 codes were obtained for each pre- and
post-test. Fig. 4 summarizes the results in terms of the quality of the
comments, ranked low through high. As can be seen in the figure,
while a small number of codes were rated high before the e-
mentoring process, this number increased after the application;
and the case was the opposite for the low-quality comments.
5. Discussion and conclusion
The purpose of this study was to examine the effects of an e-
mentoring program enriched with videos on novice mathematics
10
on helping novice teachers differentiate and recognize “moments”
in a lesson that allow them to attend to student thinking and
support students in learning mathematics. To achieve this aim, a
lesson analysis framework was used as a tool to analyze video-
recorded classroom lessons, adopting strategies such as that of
Santagata et al. (2007), as found in the literature. The findings
revealed that the e-mentoring program enriched with videos did
improve the novice mathematics teachers' lesson analysis skills. In
this regard, the teachers' comments on the video-recorded lesson
on the pre-test, prior to the treatment, were primarily limited to
identifying the important moments taking place in the classroom,
as found by other researchers (Carter & Amador, 2015; Levin,
M. Güler and D. Çelik
Hammer, & Coffey, 2009). On the other hand, they failed to remark
on the pedagogically valuable moments shown in the videos
(Huang & Li, 2012; Levin et al., 2009). But the post-test results
showed that after the treatment, the teachers went beyond simple
observations and focused on student thinking, teacher actions and
the relationships between them. In this sense, it can be said that the
e-mentoring process assisted by the classroom videos allowed the
novice mathematics teachers to improve their ability to identify
important moments in the classroom.
As far as e-mentoring is concerned, while there has been a
growing interest in its use (Alemdag & Erdem, 2017), concerns
remain about the efficacy of such an implementation, especially
with regard to mathematics teaching. On the one hand, it has been
frequently pointed out that induction programs are effective in
ensuring the professional development of novice mathematics
teachers (e.g., Bianchini & Brenner, 2010; Bullough, 2012). On the
other hand, online and e-mentoring applications have only recently
been introduced, and the current applications primarily involve
support for teachers in areas such as leadership and classroom
management (e.g., Ellis, Polizzi, Roehrig, & Rushton, 2017). How-
ever, there is a growing need for contemporary approaches such as
e-mentoring for developing the educational and pedagogical skills
of novice teachers in Turkey who are often compelled to spend the
early years of their careers in remote areas, without access to more
traditional means of support. The results of this study revealed the
potential of e-mentoring in training novice mathematics teachers.
In this respect, we demonstrated that e-mentoring provides guid-
ance from a distance in order to overcome constraints of location
and time, especially in the training of teachers working in remote
areas. Moreover, the importance of effective and efficient distance
education practices has increased to an even greater degree in the
current COVID-19 pandemic, which severely limits social in-
teractions and human relations. With the spread of the pandemic,
many new teachers in any country may find themselves isolated
from face-to-face learning opportunities through in-service teacher
education. For this reason, the results of this study, which provide
evidence that e-mentoring programs can be effective for training
novice teachers to analyze lessons, whether their own or those of
other teachers, are quite encouraging in terms of in-service teacher
education during the COVID-19 pandemic.
Looking at the dimensions of lesson analysis more specifically,
the performance of the novice mathematics teachers on the pre-
test was less favorable with respect to the dimensions of critical
approach, mathematics content and student learning than the other
two dimensions. This result is similar to other studies that have
shown that novice teachers pay more attention to issues such as
classroom management or teacher behavior (Carter & Amador,
2015; Star & Strickland, 2008) than to important mathematical
moments that promote student learning, provide proof of student
understanding, and draw attention to the relationship between
student thinking and pedagogical decisions (Santagata et al., 2007;
Stockero, 2008; van Es & Sherin, 2008). While expert mathematics
teachers often “know” when interruptions in the flow of lessons
provide an opportunity to change the direction of their instruction
to improve students' mathematical understanding, novice teachers
often fail to recognize or act at such times (Stockero & Van Zoest,
2013), as in the current case. In this regard, the results of this
study suggest that the e-mentoring program achieved its aim of
helping novice teachers to identify important mathematical mo-
ments in a lesson, as the teachers' post-test scores varied statisti-
cally significantly from the pre-test scores in all dimensions (critical
approach, elaboration, links to evidence, mathematics content, student
learning). The following inferences can be made, taking into ac-
count the post-test results: (1) most of the novice teachers went
beyond the mere description of the teacher's activities and student
11
Teaching and Teacher Education 113 (2022) 103658
learning and/or focused on causal responses; (2) instead of general
references, they concentrated on individual teachers' or students'
actions; (3) in the sense of teaching and learning, they also dis-
cussed specific mathematical content; (4) the novice mathematics
teachers began to focus on student learning, abandoning the
approach of concentrating on the teacher and establishing a
connection between the mathematical thinking of the students and
the opportunities provided by the teacher; and (5) they began to
give critical assessments of the instructions encountered and to
make clear recommendations based on facts. Various research re-
sults indicate that video and video analyses offer teachers and pre-
service teachers the opportunity to capture the complex experi-
ences that arise in the classroom due to hundreds of simultaneous
events, as well as to concentrate on important moments (e.g.,
student thinking) (Alsawaie & Alghazo, 2010; Baki, 2016; Borko,
Koellner, Jacobs, & Seago, 2011; Koc, Peker, & Osmanoglu, 2009;
Santagata & Yeh, 2016).
As with studies that have investigated the effect of video usage
on the professional development of mathematics teachers in face-
to-face environments, the findings of this study reveal that this
effect can also be obtained in an online professional development
program. In this sense, the study demonstrated that the presence of
a strong interaction between mentor and mentee in e-mentoring
practices supports the professional development of novice teachers
in terms of lesson analysis skills, taking into account the nature of
the teacher and his/her own needs, as well as eliminating the
limitations of time and place that may create barriers to face-to-
face mentoring. However, it should not be ignored that in this
study, the relationship between mentor and mentee was conducted
within a systematic framework. This process was supported by
video clips aimed at focusing teachers' attention on student
thinking, as well as whole-lesson videos (belonging both to
different teachers' classes and those taught by the participating
teachers). Furthermore, discussions were carried out within the
lesson analysis framework (Santagata et al., 2007) about the whole-
lesson videos. Therefore, the success of the e-mentoring program
should be evaluated by considering all these components. In
addition, it is recommended that these issues be taken into account
when designing the content of e-mentoring-based applications.
Moreover, the ratio of mentors to novice teachers should also be
considered, especially when serving a large number of novice
teachers. In this study, two mentors worked for eight weeks for a
group of six teachers. In addition, the mentors interacted individ-
ually with each novice teacher for the last two weeks. It is possible
that this type of engagement could lead to additional long-term
and intense workloads for mentors. In this regard, carrying out
the mentoring process in a digital environment is one of the most
significant reasons that it may be feasible. On the other hand, while
volunteerism is important for mentors in this process, it is rec-
ommended that practices be implemented that will enhance the
mentors’ motivation. Furthermore, it is possible to increase the
number of people who can serve as mentors with effective mentor
training programs.
5.1. Educational implications and limitations
The results of this study may have important implications for
teacher education, especially concerning in-service teacher edu-
cation policies. It has been recognized in many countries that
innovative approaches are needed to provide for effective profes-
sional development, particularly for new teachers (Koehler & Kim,
2012). Nevertheless, particularly in remote areas and villages in
countries such as Turkey, where there are no other teachers in their
area of study, novice teachers are often left to contend on their own.
Moreover, when in-service training is offered to support teacher
M. Güler and D. Çelik
development, it is typically provided in centralized locations and
consists more of theoretical content than of concepts that relate
directly to teachers’ practical concerns (Çobanog lu & Ayvaz-Tuncel,
2018). Finally, taking into account that face-to-face training is not
feasible during this time when the consequences of the COVID-19
pandemic are deeply felt, e-mentoring programs may be an indis-
pensable solution. In this context, e-mentoring practices can be
supported by viewing and systematic analysis of classroom videos,
as with this study.
Additionally, faculty-school partnerships are another issue that
should be taken into account in the e-mentoring process. In Turkey,
The Ministry of Education is responsible for in-service teacher ed-
ucation, while education faculties of universities are responsible for
pre-service teacher education. Although universities support some
in-service education courses run by the Ministry of Education, the
partnership between both institutions is not currently very strong
in terms of teacher education. When these undertakings are not
carried out in cooperation, gaps may occur in the training process,
leading to challenges for novice teachers. For instance, examina-
tions of the quality of in-service training have revealed issues such
as a limited number of available programs, lack of competent
trainers, and inconveniences in terms of timing and location
(Uztosun, 2018). In this regard, the results of the present study
show that reducing these limitations by introducing e-mentoring
can enable faculty members to take a more active role in in-service
education. Furthermore, follow-up with teachers who have
engaged in an induction program through active participation in
the e-mentoring process may constitute an effective professional
development model for novice teachers.
Finally, there are some limitations that should be considered in
relation to this study. First, the treatment was carried out in a single
group with a small number of participants. It might be possible to
see more clearly how significant the difference is in an experi-
mental design with a control group. Second, this study includes
only quantitative data gathered from the comments of the novice
mathematics teachers on the video clips from a video-recorded
lesson. For this reason, the data answers the question of “what?”
while not addressing the “how?” Therefore, we recommend sup-
porting similar designs with qualitative data that examine the
process from the teachers' perspective. Moreover, in the present
study, the lesson analysis framework was limited to examining the
participants’ lesson analysis skills. Here, the question of whether
the lesson analysis framework similarly improves teachers'
noticing skills comes to mind, a topic that may be investigated in
further studies.
Funding
Note: The work in this paper, has been supported by Karadeniz
Technical University Scientific Research Foundation, with the
project number 7178. The paper is also a part of first author's
doctoral dissertation under the supervision of the second author.
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