DEMOCRATIC STYLE OF LEADING 4TH AND 5TH CLASSES IN FAMILY-TYPE SCHOOL IN THE CONTEXT OF ETHICAL EDUCATION
Abstract
Aims: To understand the tools for teaching the acquisition of democratic habits at school. Methods: Observation, semi-structured individual interviews with teachers and content analysis of teaching artefacts.
Exploratory case study of teaching strategies from four respondents. The segmented data were analysed with the intention of comparing the congruence of teachers' strategies with the implemented teaching.
Results: Support for the acquisition of democratic habits is clearly congruent with teachers' teaching strategies. The democratic 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 democratic practices resulted in teachers' gaining trust in the strategies used and further, in their willingness to further application of the strategies with the goal of teaching democratic habits. The program of pro-sociality according to PROT is compared with the support of the acquisition of democratic habits and a match is found between their goals and contents.