In this narrative investigation, I seek to understand how Physics teachers, engaged in a research
training process, reflect on the transformation of their own teaching practices through the
evaluation of an educational Physics material for integrated high school education. The central
question guiding this study is: In what ways do these teachers, during the research-training
process, reflect on the transformation of their own practice based on this evaluation?
Methodologically, I adopt Narrative Inquiry as both a qualitative research method and the
phenomenon to be explored, through a research-training process developed with two teachers
working in integrated high school education at a federal institution in the state of Pará, Brazil.
The research-training was structured in three main stages: (1) “Recognizing Myself”, which
encourages teachers to reflect on their professional journeys and pedagogical practices; (2)
“Analysis of the Didactic Sequence”, which promotes the critique and adaptation of didactic
materials for application in real teaching contexts; and (3) “Reflective Dialogues”, which
facilitate the exchange of experiences and ideas among the teachers, aiming to enhance Physics
teaching. For the construction and analysis of the data, I utilized Discursive Textual Analysis
based on collective dialogues that were audio-recorded and transcribed. The results highlight
the importance of continuous reflection on teaching practice in personal transformation,
through reflective dialogues in which the teachers could critically analyze their practices and
share emotions and singularities related to the profession. This collaborative process
strengthened not only the development of a more robust educational product aligned with the
real needs of teaching but also promoted a broader understanding of the teaching profession. I
conclude that it is essential to promote actions in teacher education, expanding research-training
to encompass more themes and issues that integrate Physics teaching with integrated high
school courses in federal institutions. Collaboration and continuous reflection benefited both
the teachers' professional development and the creation of an educational product aligned with
the real demands of teaching. As a result of this experience, an educational product was
developed entitled "Research-Training Framework for Physics Teachers of Integrated High
School Education: (Re)Knowing Oneself and Reflective Dialogues", which proposes necessary
means and strategies for developing teacher education with methodological processes adaptable
to the diverse realities faced in integrated high school educatio.
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