PAEMST Awardee Judith Martinez Discusses Why She Became a Science Teacher

A chemist transitions to teaching after a personal crisis, finding fulfillment and validation in the role. The teacher emphasizes the importance of student feedback, confidence-building, and critical thinking. They advocate for dynamic science education to maintain global competitiveness and learn from diverse teaching environments.

What motivated the teacher to transition from research to teaching?

How does the teacher feel about being nominated by students compared to administrators or colleagues?

What approach does the teacher take to instill confidence in their students?

In what ways does the teacher believe science education should improve?

What insights has the teacher gained from interacting with other educators?