How Do History Students Cope With Different Kinds Of Knowledge

The paper explores the ways in which a student teacher’s product, developed as an assigned task, can be used to appreciate categories of knowledge achieved during the Didactic of History course. The target group represented History students at the University of Bucharest, Faculty of History, that are enrolled in the Initial Teacher Training program. The research hypothesis is that students, when confronted with the task of developing and presenting a product of their own learning, mobilize a range of categories of knowledge that were fostered in their initial training program, and are able to elaborate arguments concerning the use of their learning products. The research aims at relating several ideas concerning the process of learning in which student teachers must be involved, such as authentic learning, memorable learning experiences, visible learning and categories of knowledge they have to use.