Assoc. Prof. Rachel Sheffield,
Curtin University, Australia
I see it as my task to translate my industry experience as a science teacher to my teacher training students in a manner that helps them to build their own professional identity (Bennett, Rowley, Dunbar-Hall, Hitchcock, & Blom, 2014). This is more than career planning or building portfolios of graduate attributes. It is about building a community of primary teacher practitioners who are scientifically literate, confident and competent to inspire and empower their own students and to help them to make sense of their world through science. I have a particular responsibility to engage students with science not only because it is a national objective to educate more maths and science students but also because many students arrive at university somewhat science phobic.