In this paper, we investigate the in-service teachers "sense of agency" after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.