Formação continuada dos formadores de professores da área de ciências da natureza: que elementos considerar?

The process of continuing teacher education in higher education is taken as the guiding theme of the discussions presented here. We intend to bring results of a research in which we seek to understand the constituent elements of this process. To account for the discussions, we have invested in the analysis of narratives produced by six teacher educators who participate in the continuing education actions developed by the project named Formative Cycles in the Teaching of Science. The production of monads (ROSA; RAMOS, 2015), through textualization of the narratives, is the way which was used to deal with the results. The elements that stood out, among all the ones to be considered, are: Formative Dialogue; Systematization of Experiences and Reflective Narratives. The text is an invitation to the dialogue with regard to Research-Training-Action as a context that provides the dialogue about being and making teaching in science in a critical and reflective way.