Портфоліо у професійній журналістській освіті
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Дата
2014
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Анотація
У статті розглядаються особливості використання портфоліо у професійній журналістській освіті. Запропоновано види портфоліо та структуру кожного з них. Матеріали, зібрані в портфоліо, відображають інформацію про студента, його навчальні, професійні, наукові досягнення, накопичений досвід соціального життя, міжособистісні контакти, інтереси. Подається також самооцінка власної діяльності, плани в обраній професії, шляхи й засоби їх реалізації. Обґрунтовано важливість застосування портфоліо як педагогічної технології і як засобу, що закладають основи гармонійного професійного розвитку фахівців, сприяють творчій самореалізації студентів-журналістів і їх прозорому входженню на сучасний ринок праці.
In the article the research of the peculiarities of the use of portfolio in professional journalistic education is made, which brings something new in the native method of teaching. In our methodological treasury it entered in the eightieth of the XX century from the USA. Firstly the method of portfolio was used at general school – since 2008, by the regulation of Department of education and science of Ukraine, it is acknowledged as an instrument of evaluation of students’ achievements. Present days portfolio is actively used at higher school. The analysis of theoretical researches of native and foreign research workers show the variety of their opinions on the role and place of portfolio: it is considered as the method of fixing and evaluation of achievements of student, portfolio, as CV (civil information) of a young specialist before an employer. The use of portfolio in professional journalistic education testifies the introduction in educational process of higher school of method, which helps in introduction of the personality approach to the students. There are different types of portfolio (subject, practical portfolio, professional) and structures of each of them. Materials, collected in portfolio, represent information about a student (application information, pictures), his educational, professional, scientific achievements (what educational establishment graduated from, speciality, specialization; presence of additional education; in what courses, programs, seminars, trainings, olympiads took part; level of domain a foreign language, computer; scientific activity; collaboration with mass media, list of ready and published materials in the media), accumulated experience of social life (what social work executed), interpersonality contacts, interests. Here is also present a self appraisal of own activity, plans in a selected profession, ways and instruments of their realization (it can be addressed to the employer, in which the desire of author is described in relation to position and collective in which he wants to work). The importance of application of portfolio as pedagogical technology and like an instrument, that mortgage bases of harmonious professional development of specialists, helps in creative self-realization of students-journalists and their transparent entrance to the modern trade of job is grounded. Perspective direction of subsequent study of the problem is creation for the departments of journalism the criteria of evaluation of portfolio.
In the article the research of the peculiarities of the use of portfolio in professional journalistic education is made, which brings something new in the native method of teaching. In our methodological treasury it entered in the eightieth of the XX century from the USA. Firstly the method of portfolio was used at general school – since 2008, by the regulation of Department of education and science of Ukraine, it is acknowledged as an instrument of evaluation of students’ achievements. Present days portfolio is actively used at higher school. The analysis of theoretical researches of native and foreign research workers show the variety of their opinions on the role and place of portfolio: it is considered as the method of fixing and evaluation of achievements of student, portfolio, as CV (civil information) of a young specialist before an employer. The use of portfolio in professional journalistic education testifies the introduction in educational process of higher school of method, which helps in introduction of the personality approach to the students. There are different types of portfolio (subject, practical portfolio, professional) and structures of each of them. Materials, collected in portfolio, represent information about a student (application information, pictures), his educational, professional, scientific achievements (what educational establishment graduated from, speciality, specialization; presence of additional education; in what courses, programs, seminars, trainings, olympiads took part; level of domain a foreign language, computer; scientific activity; collaboration with mass media, list of ready and published materials in the media), accumulated experience of social life (what social work executed), interpersonality contacts, interests. Here is also present a self appraisal of own activity, plans in a selected profession, ways and instruments of their realization (it can be addressed to the employer, in which the desire of author is described in relation to position and collective in which he wants to work). The importance of application of portfolio as pedagogical technology and like an instrument, that mortgage bases of harmonious professional development of specialists, helps in creative self-realization of students-journalists and their transparent entrance to the modern trade of job is grounded. Perspective direction of subsequent study of the problem is creation for the departments of journalism the criteria of evaluation of portfolio.
Опис
Ключові слова
педагогічні технології, професійна підготовка, журналістська освіта, портфоліо, навчання, практика, методика викладання у вищій школі, pedagogical technologies, professional preparation, journalistic education, portfolio, studies, practice, teaching method at higher school
Бібліографічний опис
Костюк, В. В. Портфоліо у професійній журналістській освіті [Текст] / В. В. Костюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 3 (37). – С. 240–247.