Abstract
The objective of the “Promoting Citizenship and Civic Activity in Teacher Education” project in the years 2004–2006 was to: (1) make social awareness a more prominent part of the teacher training programme, (2) evaluate and develop the culture of participation in teacher training units and (3) use training schools' procedures to develop alternative models for participation at school. Generally speaking, the project was successful. Although it did not reach the masses, it was considered a welcome recognition of the important educational work carried out in schools. The teacher trainers, students and stakeholder representatives who took part in the project found the topics and themes to be interesting and meaningful. The studies and events arranged within the scope of the project generated extensive and, at times, deep discussion about the teacher's role as a model and mentor for civic activity. However, if the project is assessed in light of the three objectives mentioned above instead of more general goals, it admittedly did not achieve all of its original objectives. Even now, after the project, the extent to which civic activity-related topics are discussed still depends on the interest shown by individual teachers and subject groups. Our subject-oriented school culture easily lumps civic activity in with the teaching of history or social studies. One future challenge is to make the notion of civic activity part of a broader interaction involving the individual, culture, environment and society. Civic activity should be an educational model for thought and action that reaches all teachers and teacher trainers irrespective of their educational level or discipline.