Abstract
Our contribution examines the historical representations of future female primary school teachers (cycle 2 PER) trained at the Haute école pédagogique du canton de Vaud (HEP Vaud). The aim is to determine to what extent this variable is likely to facilitate or interfere with training aimed at developing historical thinking and historical multiperspectivity in relation to the national past. Based on the results obtained, we envisage modifications to the current training system for these future teachers.
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