Objective:

The paper aims at analyzing and characterizing teacher trainees’ beliefs about the teaching of history at high school.

Method:

Following a qualitative methodology, a questionnaire eliciting history teacher trainee freshmen was used. The questionnaire was structured in two sections: the first based on statements about the teaching of history and the second with open questions about their experiences and purposes of teaching history at the school level.

Results:

The results show that the teacher trainees’ beliefs are heterogeneous, diverse and in some cases contradictory.

Conclusions:

The researcher arrived at the conclusion that knowing teacher trainees’ beliefs is important for assessing teaching practices and improving the teaching of history by bettering teaching trainee.

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