COMMUNITY CIRCLE AS A TEACHING STRATEGY OF TEACHERS FOR THE DEVELOPMENT OF PROSOCIAL COMMUNICATION IN THE CONTEXT OF ETHICAL EDUCATION IN THE 4TH AND 5TH YEARS OF A PRIMARY SCHOOL OF THE FAMILY TYPE
Abstract
Aims: The case exploratory study is focused on the analysis of the activity of the community circle supporting communicative skills at the 1st stage of family-type primary school in context teaching on prosociality. The aim of the case study was to characterize how they are in The school manages the processes of development of communication in the community circle in the teaching of ethical education at based on 4th and 5th grade observations and interviews with four classroom teachers.
For research the characteristics of the environment in which the observation and data collection took place are attached. Methods: Observation, semi-structured individual interviews with teachers and content analysis educational artifacts.
The segmented data were analyzed to compare congruence strategies that teachers claim to use, with the teaching implemented. Conclusion: Teachers expressed that they strategically classify the activity of communication in a circle, which according to their opinion develops the ability to listen and share their knowledge with the class team with confidence.
In accordance with this statement, the observation revealed that teachers organize space for development of communicative skills in the context of prosociality. It seeks to support each other communication between pupils throughout the day.
Targeted development of communication skills in context of prosociality took place in the community circle during the final evaluation, recommendations and peer learning ..