Literaturnachweis - Detailanzeige
| Autor/inn/en | Auld, Glenn; Eyers, Andrew; O'Mara, Joanne |
|---|---|
| Titel | Assessment of Literacy Pedagogy Using Gratitude |
| Quelle | In: Australian Journal of Teacher Education, 45 (2020) 6, S.62-75, Artikel 4 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Curriculum Design; Preservice Teachers; Literacy Education; Teaching Methods; Preservice Teacher Education; Positive Reinforcement; Secondary Education; Teacher Student Relationship; Reading Instruction; Feedback (Response); Foreign Countries; Australia |
| Abstract | This paper considers aspects of a 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 literacy 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 focus 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 emphasises 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 growth of Pre-service Teachers. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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