Teaching practices and development of prosocial behavior in sudents of first basic cycle of a Chilean school
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| Autores: | , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | This research identifies teaching practices of teachers in a Chilian school with high index of social vulnerability (90.5%), and its relation to the development of prosocial behavior. A sample of seven teachers of basic school were analized by interviews and observation made to their classes. The results show that the normative behavior of teachers has an impact on the development of prosocial behavior in students and that they are blocked by inconsistency in the rules and the emphasis in the authority figure for it compliance. Teaching practice is not promoting the moral development of students and therefore do not facilitate the emergence of prosocial behaviors, which function as a protective factor against violent behavior. It is concluded that the professor is critical to the development of prosocial behaviors and practices that become effective creating opportunities for the development of morality. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/40483 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/wimblu/article/view/40483 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching practices prosocial behavior normative behavior school climate Práctica docente conducta prosocial normas convivencia escolar |