Author:

Keywords:

History of education, teaching practices, teaching beliefs, edutainment, student consumerism, Social Sciences, Education & Educational Research, History Of Social Sciences, Social Sciences - Other Topics, 1303 Specialist Studies in Education, 2103 Historical Studies, 2202 History and Philosophy of Specific Fields, History of Social Sciences, 3902 Education policy, sociology and philosophy, 5002 History and philosophy of specific fields

Abstract:

Following recent studies that have mapped history of education research practices, this article aims to map contemporary history of education teaching practices. Drawing on data from interviews with history of education university lecturers and a global digital survey, we explore the rationale behind teaching practices and teaching beliefs in history of education. The starting point for our interest was a shared “sense of unease”: we had the impression that those teaching practices and teaching beliefs were driven more by a concern to meet students’ expectations and interests – to warrant their motivation and engagement – than by the content. The findings of our study provide evidence to support our concern. The contents, as well as the format of history of education courses, is changing towards what we provocatively would like to call, edutainment. This article aims to contribute to a critical self-reflection of history of education teaching worldwide.