COMMUNITY CIRCLE AS A TEACHING STRATEGY FOR THE DEVELOPMENT OF PROSOCIAL DIALOGUE IN A FAMILY- TYPE PRIMARY SCHOOL
Abstract
Aims: The case exploratory study, the subject of which are the teaching strategies of four respondents, is focused on the analysis of the activity of the community circle supporting communicative skills at the 1st stage of a family-type primary school in the context of teaching prosociality. The prosociality program according to PROT is compared with the support of the acquisition of communicative skills.
The aim of the case study was to characterize how the processes of communication development in the community circle are managed in the school in the teaching of ethical education based on the observations of the 4th and 5th grade and interviews with four teachers who teach in the classroom. The research is accompanied by a description of the environment in which the observation and data collection took place.
Methods: Observation, semi-structured individual interviews with teachers and content analysis of teaching artifacts. The segmented data were analyzed with the intention of comparing the congruence of teachers' strategies with the implemented teaching.
Conclusion: Teachers expressed that they strategically include the activity of communication in a circle, which in their opinion develops the ability to listen and share their knowledge with the class team with confidence. In accordance with the expressed teaching strategies with observation, teachers organize a space for the development of communicative skills in the context of prosociality.
He tries to support mutual communication between classmates throughout the day. Targeted development of communication skills in the context of prosociality took place in community circle during the final evaluation, recommendations and peer learning.