Abstract
The case exploratory study aims to understand the tools of teaching in school. Methods of participatory observation, semi-structured individual interviews with teachers and content analysis of teaching artifacts were chosen.
Case exploratory study, the subject of which are the teaching strategies of four respondents. The segmented data were analyzed with the intention of comparing the congruence of teachers' strategies with the implemented teaching.
Results: Support for the acquisition of prosocial habits clearly congratulated 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 adoption of prosocial procedures resulted in the knowledge of teachers' trust in the strategies used and the related willingness to continue to engage in their further application. The prosociality program according to PROT is compared with the support of the acquisition of prosocial habits and a match between their goals and contents is found.