Date of Award

5-22-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Lara Smetana

Abstract

Little attention has been given to the preparation of secondary preservice science teachers (PST) to meet the vision for science teaching and learning outlined in A Framework for K-12 Science Education. Existing literature suggests PSTs would benefit from authentic engagement in scientific research. But research experiences for preservice science teachers or preRETs are rare (Krim et al., 2019). This longitudinal qualitative case study explores the value retained one year after participation in a preRET, which engages PSTs in scientific research and education-focused professional learning. This study utilizes the preRET Value Creation Model (preRET VCM) (Authors, 2024), which overlays the Value-Creation framework by Wenger-Trayner and Wenger-Trayner (2020) onto a revised model of outcomes of a RET developed by Krim et al. (2019), thereby applying the value framework to the preRET. Value-Creation stories were composed to explore the generation and flow of value across and between cycles. Examination and comparison of each value story revealed common themes, including a relationship between intangible and potential values and shifts in epistemologies. This study demonstrates that authentic research experiences benefit PSTs and should be included as a compliment to their teacher preparation. Findings suggest the need to broaden understanding of what is considered "translation to practice". Spaced reflection after preRET helped PSTs identify retained value and confirm the program's impact. The study holds methodological implications for using the preRET VCM as a holistic framework to understand the value generated during and after research experiences.

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