A reflective approach to teaching journalism

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This article considers how professionals ‘think by doing’ and provides a theoretical rationale for reflective practice as a model for teaching journalism. This approach focuses on the development of graduate efficacy in the intellectual skills and the understanding required of professional practitioners. It is argued here that by ‘blocking the exits’ to escape from the implications and effects of their practice, students are held to high benchmarks of critical thinking. Further, the ‘lived’ experience provided by a problem-based pedagogy develops confidence and a sense of competence in students. Moreover, this approach integrates thinking and doing in a way that binds practices with the social and ethical effects produced.

Keywords: critical reflection; efficacy; journalism; professional education

Document Type: Research Article

DOI: http://dx.doi.org/10.1386/adch.3.1.5/0

Affiliations: University of Western Sydney

Publication date: June 1, 2004

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  • How can art, design and communication aid teaching? Do these teaching methods work better in certain fields of study? Focusing on arts and media-based subjects, and encompassing all areas of higher education, this journal reveals the potential value of new educational styles and creative teaching methods.
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