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    The Importance of Professional Portfolio in The Training of Journalism Students

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    claulerma
    The document discusses the importance of professional portfolios in journalism education. It argues that portfolios help students see their own progress and skills development over time. They also help address gaps between theory and practice. The methodology section describes how students at Tecnológico de Monterrey collect work samples and other materials for their portfolios. Analysis of 20 student portfolios found a preference for print media experience. Portfolios benefit students by demonstrating their learning, benefit teachers by showing trends, and benefit employers by demonstrating real preparation.

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    The Importance of Professional Portfolio in The Training of Journalism Students

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    claulerma
    23 views16 pages
    The document discusses the importance of professional portfolios in journalism education. It argues that portfolios help students see their own progress and skills development over time. They also help address gaps between theory and practice. The methodology section describes how students at Tecnológico de Monterrey collect work samples and other materials for their portfolios. Analysis of 20 student portfolios found a preference for print media experience. Portfolios benefit students by demonstrating their learning, benefit teachers by showing trends, and benefit employers by demonstrating real preparation.

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    The document discusses the importance of professional portfolios in journalism education. It argues that portfolios help students see their own progress and skills development over time. They also help address gaps between theory and practice. The methodology section describes how students at Tecnológico de Monterrey collect work samples and other materials for their portfolios. Analysis of 20 student portfolios found a preference for print media experience. Portfolios benefit students by demonstrating their learning, benefit teachers by showing trends, and benefit employers by demonstrating real preparation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    23 views16 pages

    The Importance of Professional Portfolio in The Training of Journalism Students

    Uploaded by

    claulerma
    The document discusses the importance of professional portfolios in journalism education. It argues that portfolios help students see their own progress and skills development over time. They also help address gaps between theory and practice. The methodology section describes how students at Tecnológico de Monterrey collect work samples and other materials for their portfolios. Analysis of 20 student portfolios found a preference for print media experience. Portfolios benefit students by demonstrating their learning, benefit teachers by showing trends, and benefit employers by demonstrating real preparation.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 16

    The importance of professional portfolio in the training of journalism students

    Dr. Claudia Alicia Lerma Noriega Tecnolgico de Monterrey Mxico [email protected] / @claulerma

    Framework
    The journalism student is required to sustain a professional competency curriculum that articulates
    global knowledge

    professional skills

    work experience

    because we have to recognize the needs and problems of reality in which it is embedded, basic aspect of the profession practice.
    There is a relationship between journalism education, the labor market and professional identity (Cabalin y Lagos, 161).

    Framework
    We try to make learning through experiences but we must see the challenges of teaching programs. In journalism training this does not occur in all higher education institutions because they required: Adjust to the curriculum Direct contact with employers

    Framework
    Tecnolgico de Monterrey has reconfigured the journalism and information media curriculum according to a diagnosis made with employers, graduates and specialists so that students have a working knowledge of the professional environment.

    Framework
    Tecnolgico de Monterrey has the program modality Professional Experience that gives the student the opportunity to work in the media and be in a real working environment (teaching hospital model journalism).

    Framework
    The intention of creating a portfolio is that the students themselves, and employers, could see how their growth has been through the training time. It contains sections that demonstrate their skills through their student life, and realize their progress that the preparation is just a reflection of the development of skills.

    Students may also realize on their areas of opportunity and can focus on improving and expanding their interests.

    Framework
    Having a portfolio can repair the failure that many employers see when they hire graduates: the gap that can exist between the theory given in class and practice giving (Du & Thornburg, 2010)

    Methodology
    There are two important processes: 1. Throug the BS the students should collect samples of their work in the media or in companies where they have worked or done internships and professional social service, as well as letters of recommendation from their bosses, teachers and customers who have shared experiences labor and academic.

    Methodology
    2. At the end of their career the faculty ask, as a graduation requirement, to submit a physical and digital dossier where all samples will work in the following areas: Resume Letters of recommendation Selection of the best academic work (research, publications, diplomas) Publications in media (magazines, newspapers, convergent media, internet, podcasts, blogs, etc.), Unpublished articles with professional quality, Photographs, Jobs that show their design skills, CD / DVD with video and / or audio which integrate the work of their classes where used these formats (Broadcast Journalism, Broadcasting Journalism etc.) All evidence journalistic of their time at university.

    Methodology
    Based on these parameters and for purposes of this research, direct observation was made in the portfolios of 20 students graduated in 2011 and 2012 of a degree in Journalism and Media ITESM, to see how they develop their professional during its passage through the classrooms.

    Methodology
    We using a special rubric. These parameters are set by the Advisory Council.

    Results
    We can see a significant preference to collaborate in print news.

    Only 2 students did not perform any work activities

    Conclusions y Discussions
    The students could see how it they evolved in its preparation and enables reflection of how it has been acquiring each competencies that ultimately allow them to be professional information.
    The figures of the teacher and the student modifies, the professor change, now is a learning guide for the student that accompanies him to the professional challenges and give him suggestions and approaches makes them challenging to improve job performance.

    Conclusions y Discussions
    Portfolios helps: showing and evaluate the diversity of ways and strategies of teaching as as a platform to share thoughts and experiences about the quality of education

    Conclusions y Discussions
    For the teacher The portfolio shows are the journalism trends and and the students develop their journalistic skills For the student The portfolio gives an overview of what he has learned on his path through college and faced with problems, which serve to place it in the professional reality.. For the employer To have an experienced graduate shows him a real preparation has a journalism graduate and beyond a transcript with passing scores.

    References
    Adamoli, M. G., & Fernndez, A. (2003). Portafolios Evaluativos en el Nivel Universitario. Praxis Educativa (7), 66-72. Arras Vota, A. M.-V. (2011). Competencias en Tecnologas de Informacin y Comunicacin (TIC) de los estudiantes Univesitarios. Revista Latina de Comunicacin Social (66), 130-152. Cabalin, C., & Lagos, C. (2012). Enseanza del periodismo en Chile y globalizacin: temas y desafos. Signo y Pensamiento (XXXI), 158-170. Cleary, J. (2003). Shaping Mexican journalists: The role of University and on-the-job training. Journalism & Mass Communication Educator (58.2), 163--174. Cramer, M. (2009). Digital Portfolios: Documenting Student Growth. Horace , 25 (Summer), 4. Du, Y. R., & Thornburg, R. (2010). The Gap between Online Journalism Education and Practice The Twin Surveys. Journalism & Mass Communication Educator , 218-231. Estvez, E. H. (2003). La prctica curricular de un modelo basado en competencias laborales para la educacin superior en adultos. Revista Electrnica de Investigacin Educativa , 5 (1), 1-30. Huerta, J. P. (2000). Desarrollo por competencias profesionales integrales. Retrieved 3 28, 2013, from Universidad de la Frontera: http://www2.ufro.cl/docencia/documentos/Competencias.pdf Steel, J., Carmichael, B., Homes, D., Kinse, M., & Sanders, K. (2007). Experiential learning and journalism education: Lessons learned in the practice of teaching journalism. Education & Training (49.4), 325-334. South, J. (2010). Sites help students build portfolios. The Quill (98.2), 14. Vzquez Schaich, M. J. (2012). La respuesta de las instituciones educativas: periodismo emprendedor y modelo "teaching hospitals". In S. Sabs Turmo, & J. Vern Lassa, III Congreso de Periodismo Digital (pp. 264-276). Huesca, Espaa: Asociacin de Periodistas de Aragn.

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