Abstract
Teaching interpretational history is known to be challenging for history teachers. This study aimed at understanding how student teachers develop in terms of representing history epistemologically. 13 student teachers were interviewed drawing retrospective storylines. Student teachers reported more factual and less interpretational history teaching than they would have preferred, yet can be influenced in different epistemological directions by their work and learning environment. A prominent finding is that student teachers need to develop confidence in expertise before allowing the ‘uncertainty’ of interpretational history teaching, showing a ‘Certainty Paradox’. A case for careful apprenticeship selection and epistemological reflection is made.