**4. Results**

(1) Research has to have a liaison with the teacher's practice [25].

tion to the social, cultural, economic and politic contexts.

proposal, the research of own practice and professional learning.

their daily lessons plan and to justify their curricular decisions [30, 31].

reports, of which 71% were written by female student-teachers.

or interpretation of data [26].

44 Science Education - Research and New Technologies

in evidences [10, 27–29].

**3. Methodology**

**3.1. Data sources**

**3.2. Data analysis**

study performed [10, 12, 25, 28].

(2) Research has to be authentic, by containing the perspective of the teacher and its connec-

(3) Research has to include a new element, whether in the research questions, in the methods

(4) Research has to have methodological quality, implying that the research has to be guided by a research question, it has to involve a detailed description of data collection methods and analysis, it has to involve data triangulation, and conclusions have to be supported

(5) Research has to involve a moment of sharing and communicating the results, which will be evaluated by the peers; it is the phase that confers legitimacy and relevance to the

A qualitative and interpretative approach was used for analyzing student-teachers' didactic

Data sources were the student-teachers' reports about the didactic proposal and their own research, which were publicly presented and discussed with two experts in Science Education, one expert in Physics and one expert in Chemistry. All the reports were publicly discussed between 2010 and 2016. These are personal and also public documents. Many researchers use written documents to access teachers' thoughts. For instance, Bolin used written diaries to access teachers' thoughts about teaching. This researcher required the teachers to write down

The reports about the didactic proposal and their own research represent student-teachers decisions concerning didactic proposal and students' tasks. In this study, we analyzed 31

Accessing meaning contained in data is a task of the researcher; in this study, meaning was explored after data collection [32]. According to Miles and Huberman, the process of analysis involves the interaction of three types of activities: reduction, representation and organization. In order to reduce all the information, we started with previously defined categories of analysis (research questions, didactic proposal, methods and procedures, and professional learning) [32], and after an initial categorization, we re-read the reports and through a method In this section, we present our results concerning: (1) research question, (2) didactic proposal (3) methods of data collection and analysis and (4) professional learning.
