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Raising Theoretical Concept Understanding In Courses With Journalist Students
Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.
Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.ORCID iD: 0000-0002-6937-1032
2017 (English)In: The 2nd EuroSoTL conference, June 8-9 2017, Lund, Sweden: Long paper / [ed] Roy Andersson, LTH Lund, Lund University , 2017Conference paper, Published paper (Other academic)
Abstract [en]

This is a study of teaching a theory course for journalism students, year three, preparing for thesis work. The purpose is to increase understandings of theoretical tensions in professions-oriented education and how they can be dealt with. Research questions are: 1. How are journalism students self-perception of theory and its relevance to them and their thesis, before and after a theory course using more student active learning elements? 2. How can selfperceptions be understood in relation to course evaluations and student performance? 3. What values can be understood as made possible of the different pedagogic elements and how are contextual aspects influencing? Didactic decisions for the course were guided by student-active learning: constructing learning through performing actions (Piaget, 1951), through experiential education (Dewey, 1938) emphasizing the learner in the learning process, and higher-level thinking skills (Bloom, 1956). Course aim was to socialize students into a more academic line of thinking, paired with strengthening them to integrate theory and practice. Therefore, the course combined following elements in progression: 1) Seminar, 2) Mini Lectures, and 3) Exercises. Method in the study is self-assessment (Bourke, 2010), first at the beginning of the course, second ten weeks after thesis for Bachelor degree. Course evaluation and teacher self-reflection is added as assessment perspective. Theory used to analyze the results is the embedding of research and inquiry through scaffolding (Healey et al, 2014). The analysis also includes Schulman’s (2005) signature pedagogies. Results imply there is a need to engage in changes of perceptions of what journalism is (practice-academia). This confirms the vital importance for professional learning of knowledge setting types and the epistemic practices and resources they offer (Nerland and Jensen, 2014)

Place, publisher, year, edition, pages
Lund University , 2017.
Keywords [en]
theoretical concept understanding, professional education, journalism, course evaluation
National Category
Media Studies Pedagogy
Research subject
Media Studies and Journalism; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-70281OAI: oai:DiVA.org:lnu-70281DiVA, id: diva2:1178825
Conference
The 2nd EuroSoTL conference, June 8-9 2017, Lund, Sweden
Available from: 2018-01-30 Created: 2018-01-30 Last updated: 2018-02-01Bibliographically approved

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RingfjordSeverson2017(313 kB)14 downloads
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Ringfjord, Britt-MarieSeverson, Pernilla

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CiteExportLink to record
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Citation style
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  • harvard1
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  • Other locale
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Output format
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