The fundamental purpose of history teacher training is to develop the historical thinking of future teachers, as it allows them to understand the past and teach the discipline to their students in a rigorous, systematic and critical manner. This paper analyzes 32 historical narratives about the Chilean social outbreak, created by students of Basic Education Pedagogy from a university in southern Chile to evaluate the level of historical thinking they apply in their narratives. Content analysis carried out through the Atlas.ti software was used to identify first and second order knowledge of historical thinking, based on the following five levels of cognitive progression: null, apprentice, intermediate, advanced and expert. The results show that 3.1% of the narratives are at the null level and 3.1% at the expert level, while 50% are at the intermediate level and the remaining 43.8% at the advanced level. These findings reveal that an important part of teachers in training have sufficient pedagogical and disciplinary skills to develop the historical thinking of their future students and promote the creation of a classroom climate that encourages the formation of responsible citizens committed to construction of a democratic society. It is concluded that these results are positive compared to those obtained in other studies, since most of them reveal that future teachers usually demonstrate an unbalanced historical education.