Teaching History to Transform: Integrating Historical Thinking and Historical Consciousness in Teacher Training in Chile

This chapter analyzes the relationship between historical thought and historical consciousness in history teacher training in Chile. It is based on a scoping review of specialized literature published between 2001 and 2025, using a qualitative, inductive, humanistic, and interpretive approach, with a narrative topic design. The findings show that historical thought is the set of cognitive competencies that allow for a critical analysis of the past through work with sources. Historical consciousness, on the other hand, refers to the formative and ethical dimension, which helps give meaning to the past to guide social life and project the future. To articulate both categories in teacher training, strategies such as historical laboratories, narratives, dramatizations, and digital portfolios are proposed. In conclusion, integrating historical thought and historical consciousness is an essential condition for training teachers capable of conceiving the teaching of history as a critical praxis oriented toward democratic life.