ABSTRACT
This chapter intends to convey why the edited collection of chapters matters in terms of preparing people as a future teacher of science by orientating people to the contemporary issues and practices underpinning quality science learning and teaching in Australian primary and secondary classrooms. As future teachers, they have a new identity taking shape that begins during our initial teacher education years—who are as a teacher. Just as being a pre-service teacher of science brings particular ways of thinking about science education and our place in it, so does being a student or teacher of science. Being a teacher of science is a not a cookie cutter role—it is not going to look the same for everyone or at every stage of their career. As an early years teacher of science, people would be supporting young children to draw upon their observations of the world to help them make sense of the world and inform their decision-making.
