|Title:||Translation teacher competences and development : what we (don’t) know and what we (might) need : lecture held at the Ghent University|
|Authors :||Massey, Gary|
|License (according to publishing contract) :||Licence according to publishing contract|
|Subjects :||Translation teaching; Translation teacher competence; Translation teacher competence development; Translation competence; Translation pedagogy; Translation didactics|
|Subject (DDC) :||370: Education |
418.02: Translating and interpreting
|Abstract:||Over a number of decades, translation pedagogy has been almost exclusively focussed on student competences and their development rather than on those actually doing the teaching. This talk attempts to redress the balance. After considering current and future challenges in translation practice and teaching, the present paper focuses on a use case from the author’s institution to propose an integrated approach to teacher competence development. This is centred on a fractal model of (co-)emergent expertise framed by influential approaches to organisational learning and operationalised by action research and experiential learning measures designed to incentivise reflective practice, theoretical knowledge-building and familiarity with the demands and directions of professional translation in the real world.|
|Further description :||Department of Translation, Interpreting and Communication, Ghent University|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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