In our complex world, inner qualities such as self-awareness, empathy, and creativity are vital. Addressing the development of inner qualities in education has proved effective, resulting in enhanced self-confidence and open-mindedness. Despite the benefits, it needs more attention. This study explores how student-generated stories facilitate the inner development and self-awareness of pre-service primary school science teachers. The study employs an educational design research (EDR) approach to develop a teaching module in an authentic setting, considering the challenges associated with laboratory work and digital resources. The module encourages pre-service teachers to reflect on their teaching journey, recognize self-awareness, and promote transformative growth. Findings reveal that reflective writing nurtures self-confidence and resilience, enabling pre-service teachers to navigate challenges in becoming a science teacher. The design principles of conscious reflection and integration of challenges are shown to be effective in fostering personal growth. Through this approach, preservice teachers gain insights into their own strengths, fears, and aspirations. This study contributes to the discourse on teacher education by highlighting the importance of nurturing inner development, such as introspective activities, for effective teaching in educational settings. Teacher education should prioritize cultivating self-awareness and personal growth in structured ways.