This paper presents the results of a study whose primary goal was to determine the level of future teachers’ knowledge of historical content taught in primary school, the ways they self-assess their abilities to organize the learning and teaching of historical content, and their beliefs about the possibilities of teaching history in primary education. The research was conducted using a survey of 157 fourth- and fifth-year students in teacher education programs. The results indicate that students demonstrate a satisfactory level of knowledge about historical content taught in primary education. They self-assess their skills for teaching of historical content as mostly developed and have positive beliefs about the possibilities of teaching and learning history at the primary education level.
Letina et al. (Thu,) studied this question.