Bridging the Gap: the role of the science coordinator in improving the induction and professional growth of newly qualified teachers

Abstract

This article focuses on the effects of a project that not only aimed to support Newly Qualified Teachers ‘NQTs’ during their induction year, but also aimed to use their newly gained expertise, in science and ICT, to promote whole school development in these areas. In doing so it draws upon quantitative and qualitative methods used to evaluate different aspects of the project at various stages within the project. The initiative involved science coordinators, newly qualified teachers and the development of a school intranet site in an attempt to improve the quality of science provision in a number of project schools in Kent and Medway. In relation to newly qualified teachers, findings were that not only was their own practice, in relation to science, enhanced by various aspects of the project, but also that the quality of whole school science was enhanced by their involvement. More specifically, the newly qualified teachers were able to: contribute to the development of an intranet site; advise science coordinators on up-to-date ideas, principles and practices; assist science coordinators in their quest to develop a whole school approach to science teaching. Science coordinators played a crucial role in supporting the newly qualified teachers in their teaching of science through their induction year