Abstract
This article reports on a study on the practical training of history and social science teachers, in order to analyze the history teaching approaches implemented by trainee teachers in the context of their professional practice and to project the relations that it would be possible to establish with different understandings of citizenship. Specifically, a multiple case study was developed from the application of different types of interviews associated with classroom observations, which allowed an intensive approach to the object of study. For the analysis of the information, some principles of Grounded Theory were combined with guidelines of a Dense Description. The results report the historiographic approaches and didactic discipline that predominate in the teaching of history teachers in training and that are rather traditional in nature, which could project a link with citizenship conceptions also traditional from a thematic perspective since they open up some possibilities from a logical procedure.
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