We implemented design practices for a total of 85 pre-service teachers in a teacher-development course. This mixed-method study explored how design practices promoted pre-service teachers’ technology-integration belief and the awareness of scientific-inquiry. In teacher-development courses, the goal of design practices is to enhance pre-service teachers’ awareness and capabilities of design practices and their educational applications. A recent integration between design practices and scientific inquiry in teacher-development courses aims to foster pre-service teachers’ contextual understandings of technology integration in STEM education. Despite the potential impact of design practices on scientific inquiry in teacher training, a challenge remains. Existing studies appear limited to capture in-situ data on how pre-service teachers’ technology-integration belief emerges via design practices. Also, few empirical studies explored how design practices can foster pre-service teachers’ scientific inquiry experiences. Hence, the present study used both text mining and qualitative thematic analysis to uncover how pre-service teachers’ technology-integration beliefs and scientific-inquiry experiences emerged throughout design practices. The result of this study suggests that pre-service teachers enhanced technology-integration beliefs and the awareness of scientific-inquiry via design practices. This study has several implications on design practices in teacher training, as well as the viability of text mining as an alternative assessment to measure design learning experiences.

我们在教师发展课程中为总共85名职前教师实施了设计实践。这项混合方法研究探讨了设计实践如何促进职前教师的技术整合信念和科学探究意识。在教师发展课程中，设计实践的目标是增强职前教师对设计实践及其教育应用的认识和能力。在教师发展课程中，设计实践与科学探究之间的最新整合旨在促进职前教师对STEM教育中技术整合的背景理解。尽管设计实践可能会对教师培训中的科学探究产生潜在影响，但仍然存在挑战。现有研究似乎仅限于获取有关通过设计实践如何体现出岗前教师的技术整合信念的现场数据。此外，很少有实证研究探索设计实践如何促进岗前教师的科学探究经验。因此，本研究同时使用文本挖掘和定性主题分析来揭示在整个设计实践中，岗前教师的技术整合信念和科学探索经验是如何出现的。这项研究的结果表明，职前教师通过设计实践增强了技术整合的信念和对科学询问的认识。这项研究对教师培训中的设计实践以及文本挖掘作为衡量设计学习经验的替代评估的可行性具有若干影响。