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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]7/28/2019 WJEC Presentacion
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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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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
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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.
Conclusions y Discussions
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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.