[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593916-105":59,"doc-detail-593916-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessment-of-literacy-pedagogy-using-gratitude-article-4","Assessment of Literacy Pedagogy using Gratitude - Article 4","","This paper examines a course redesign that motivates pre-service teachers to negotiate relevant literacy teaching pedagogies within their discipline. It explains how literacy instruction was delivered by valuing relationships with secondary students through gratitude notes. These plain-language notes give pre-service teachers a structured way to share what they learn about literacy pedagogy with the students. The assessment innovation reframes focus toward relational enactment of teaching and learning, supporting social inclusion and professional growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-literacy-pedagogy-using-gratitude-article-4/593916/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-literacy-pedagogy-using-gratitude-article-4/593916.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the course redesign described in the paper?","Question",{"text":112,"@type":113},"To motivate pre-service teachers to engage in negotiating literacy teaching pedagogies relevant to their discipline while making the unit meaningful to them.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are gratitude notes used in the assessment process?",{"text":117,"@type":113},"Pre-service teachers prepare and present gratitude notes to the secondary students they worked with, using plain language to communicate what they learned about literacy pedagogy.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper conclude about the effect of the assessment innovation?",{"text":121,"@type":113},"It concludes that the innovation strengthens relationality in teaching and supports ideals of social inclusion, while promoting the professional growth of pre-service teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593916,1792167640,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 6 | Article 4 |\n| --- | --- |\n| 2020 |  |\n| Assessment of Literacy Pedagogy using Gratitude\u003Cbr>Glenn Auld\u003Cbr>Deakin University, [glenn.auld@deakin.edu.au](glenn.auld@deakin.edu.au) |  |\n| Andrew Eyers |  |\n| Deakin University, [andrew.eyers@deakin.edu.au](andrew.eyers@deakin.edu.au) |  |\n| Joanne O'Mara |  |\n| Deakin University, [joanne.omara@deakin.edu.au](joanne.omara@deakin.edu.au) |  |\n| Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)[ ](https://ro.ecu.edu.au/ajte) Part of the Language and Literacy Education Commons |  |\n\nRecommended Citation  \nAuld, G., Eyers, A., & O'Mara, J. (2020) . Assessment of Literacy Pedagogy using Gratitude. Australian Journal of Teacher Education, 45(6) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n6.4](http://dx.doi.org/10.14221/ajte.2020v45n6.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss6/4](https://ro.ecu.edu.au/ajte/vol45/iss6/4)  \nAssessing Pre-Service Teachers’ Literacy Pedagogy through Gratitude  \nNotes to Secondary Students  \nGlenn Auld  \nAndrew Eyers  \nJoanne O’Mara  \nDeakin University  \nAbstract: This paper considers aspects ofa course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how we approached the teaching of  \nliteracy with Pre-service Teachers, in ways that valued the Preservice Teachers’ relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the  \nfocus on the subject matter of literacy to the enactment of literacy teaching and learning through valued pre-service teacher and student relationships shifted the tenor of the course. Our conclusion  \nemphasises how this innovation in assessment enabled us to emphasise the importance of relationality in teaching and to uphold ideals of social inclusion of school students and the professional  \ngrowth of Pre-service Teachers.  \nIntroduction  \nLiteracy across the Curriculum is a compulsory literacy unit for all secondary preservice teaching students in our BA/B Teach course. Over the years we have found that our secondary PSTs are usually very discipline focused in their orientation. When we have been involved in the selection process into our teaching courses, for instance, we have been struck by the difference between primary applications, which tend to emphasise the applicant’s interest in supporting children, and the focus on an identity around disciplinarity in the secondary applications. In this literacy unit, many of the PSTs begin the unit resentful of its existence, assuming that teaching literacy is not part of the secondary subject they will be teaching, and, in some cases, the belief that there is no literacy in their subject area, so Literacy across the Curriculum is therefore irrelevant to them. What binds the cohort across these disciplines is a desire by the PSTs to build relationships with students and make a difference.  \nThis paper considers aspects of a course redesign that focuses on motivating PSTs to engage in negotiating relevant literacy teaching pedagogies in their discipline. Over the past several years, to increase the motivation and relevance of the unit, we have embedded the classes in two secondary schools. Over an embedded nine-week school teaching experience, the PSTs work with a student on their literacy skills in the classroom context where the mentor teacher welcomes PST/ secondary student relationships. This course design placed our undergraduate secondary PSTs in relationships with students where they could practise  ","cbCailrAMGlRz2Xn","https://ap.wps.com/l/cbCailrAMGlRz2Xn","pdf",1006071,15,"English","# Abstract\n# Introduction\n# Conceptual Framework","[{\"question\":\"What is the main purpose of the course redesign described in the paper?\",\"answer\":\"To motivate pre-service teachers to engage in negotiating literacy teaching pedagogies relevant to their discipline while making the unit meaningful to them.\"},{\"question\":\"How are gratitude notes used in the assessment process?\",\"answer\":\"Pre-service teachers prepare and present gratitude notes to the secondary students they worked with, using plain language to communicate what they learned about literacy pedagogy.\"},{\"question\":\"What does the paper conclude about the effect of the assessment innovation?\",\"answer\":\"It concludes that the innovation strengthens relationality in teaching and supports ideals of social inclusion, while promoting the professional growth of pre-service teachers.\"}]","Assessment of Literacy Pedagogy using Gratitude - Article 4 | PDF",1792078170,38]