inquiry-based curriculum development in cooperation with us as researchers during a period in which educational policy mandated
schools to explicate their vision and make curricular choices
regarding citizenship. The project was based on the assumption
that participating in such activities would encourage teachers to
explore and develop their own concepts of CE and professionalism
in relation to teaching CE. This would empower them to shape CE
more thoroughly and enhance teacher professionalism with regard
to CE. Our involvement in the project enabled us to get a better
grasp of the development of teachers' understanding of CE during
the project, of what teachers consider the professionalism needed
for citizenship education and to explore how teachers themselves
think this professionalism can be fostered.