Capstone courses in undergraduate education, especially in professional schools such as journalism, usually try to teach students to think and perform like the future practitioners they intend to become. Internships, practice-based subjects, work experience courses—they all aim to bridge the students’ knowledge from the largely theoretical to the urgently practical; knowledge that will be essential in the workplace, whether it’s a doctor in a hospital, a lawyer in a courtroom or a teacher in a classroom. Shulman’s ground-breaking insight was to articulate these as Signature Pedagogies and to define them clearly in three dimensions—to think, to perform, and to act with integrity—just as experienced practitioners in the field are doing. This article contends that overseas Work Integrated Learning (WIL) courses such as those examined here, conducted by the researcher for the University of Queensland (UQ), are a Signature Pedagogy because the student participants are required to behave, think and perform ethically, just as foreign correspondents must do.

中文翻译：

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WIL-Power：迈向新闻学的特色教学法

在本科教育中，特别是在新闻学等专业学校中，Capstone课程通常试图教会学生像他们打算成为的未来从业者一样思考和执行。实习，以实践为基础的科目，工作经验课程—它们都旨在将学生的知识从很大程度上的理论知识转化为紧迫的实践知识；无论是医院的医生，法庭的律师还是教室的老师，这都是在工作场所必不可少的知识。舒尔曼具有开创性的见识是将它们称为“签名教学法”，并按照该领域经验丰富的从业者的做法，在三个维度（思考，执行和诚信行事）中明确定义它们。本文认为，海外工作综合学习（WIL）课程（例如此处介绍的课程）