Abstract
Multi case study is focused on ways in which four civics teachers conceptualized and framed their assumptions, goals and appropriate teaching methodology. Central research question was framed as: how four civics teachers conceptualize notions of good citizenship in relation to their teaching? Outputs of project Community practice and interviews in which the teachers presented their perceptions of good citizenship were analysed.
The ways in which such notions manifest in their teaching were explored and compared. Teachers' conceptualizations were compared with descriptives of civic education ideology.
The outcomes showed great agreement teachers conceptualizations with liberal education ideology. Promoting active democratic citizenship was identifi ed as typical most important goal of civics.