Abstract
Aims: To understand the tools for teaching the acquisition of prosocial habits at school. Methods: Observation, semistructured individual interviews with teachers, and content analysis of teaching artefacts.
Exploratory case study of teaching strategies from four respondents. The segmented data were analyzed to compare the congruence of teachers' strategies with the implemented teaching.
Results: Support for the acquisition of prosocial habits is congruent with teachers' teaching strategies. The prosocial way of communication was most often manifested in the activities of the community circle and the assembly.
Conclusions: The congruence of the strategy and the acquisition of prosocial practices resulted in teachers' gaining trust in the strategies used and further, in their willingness to further apply the strategies to teach prosocial habits. The program of pro-sociality according to PROT is compared with the support of the acquisition of prosocial habits and a match is found between their goals and contents.