The introduction of quantum mechanics in school curriculum is now a need, but teachers are not prepared for this task. Lack of basic concepts is intertwined with a scholastic tradition that has always either neglected the topic or faced it in a historical key, with simplified descriptive approaches. We used a research-based educational proposal as key material for an intervention module for teacher education, integrating the basic contents of the theory and their teaching. The outcomes indicate that involved teachers acquired significant competencies in planning and conducting activities with students on the base nuclei of the quantum mechanics.
