WJEC Presentacion

7/28/2019 WJEC Presentacion

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The importance of professional

portfolio in the training of

journalism students

Dr. Claudia Alicia Lerma Noriega

Tecnolgico de Monterrey

[email protected] / @claulerma
mailto:[email protected]:[email protected]


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The journalism student is required to sustain a professional competency curriculumthat articulates

Framework

work experience

professionalskills

globalknowledge

because we have to recognize the needs and problems of reality in which it isembedded, basic aspect of the profession practice.

There is a relationship between journalism education, the labor market and

professional identity (Cabalin y Lagos, 161).


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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


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Framework

Tecnolgico de Monterrey has reconfigured

thejournalism 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.


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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 realworking environment (teaching hospital model journalism).


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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


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Having a portfolio can repair the failure that many employers see when

they hire graduates: the gap that can exist between the theory given inclass and practice giving (Du & Thornburg, 2010)

Framework


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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.


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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 followingareas:

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


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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 inJournalism and Media ITESM, to see how they develop their professional during its

passage through the classrooms.


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We using a special rubric.

These parameters are set by the Advisory Council.

Methodology


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Results

We can see a

significant

preference to

collaborate in print

news.

Only 2 students did

not perform any

work activities


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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 ultimatelyallow 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 makesthem challenging to improve job performance.


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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


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For the teacher

The portfolio shows are the journalism trends and and the students develop theirjournalistic 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.



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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 estudiantesUnivesitarios. 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 & MassCommunication 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 enadultos. 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 laFrontera: http://www2.ufro.cl/docencia/documentos/Competencias.pdf

Steel, J., Carmichael, B., Homes, D., Kinse, M., & Sanders, K. (2007). Experiential learning and journalism education: Lessonslearned 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 "teachinghospitals". In S. Sabs Turmo, & J. Vern Lassa, III Congreso de Periodismo Digital(pp. 264-276). Huesca, Espaa: Asociacinde Periodistas de Aragn.

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