| Publication type: | Book part |
| Type of review: | Editorial review |
| Title: | Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education |
| Authors: | Massey, Gary Brändli, Barbara |
| et. al: | No |
| Published in: | Towards authentic experiential learning in translator education |
| Editors of the parent work: | Kiraly, Don Massey, Gary |
| Page(s): | 146 |
| Pages to: | 171 |
| Issue Date: | 2019 |
| Publisher / Ed. Institution: | Cambridge Scholars Publishing |
| Publisher / Ed. Institution: | Newcastle upon Tyne |
| ISBN: | 978-1-5275-4081-1 |
| Language: | English |
| Subjects: | Translator education; Experiential learning; Action research; Teacher development; Organisational learning; Organisational development; Translation tool; Collaborative learning |
| Subject (DDC): | 418.02: Translating and interpreting |
| Abstract: | The study reported in this updated chapter pursues two main pedagogical objectives. The first is to increase our understanding of co-emergent learning effects and feedback flows in an authentic collaborative translation project at our institute, with a view to justifying our authentic experiential approach to translator education and to optimizing future implementations. The second is to use the research project to promote reflective practice among those involved in the learning event, particularly teaching professionals and student learners. The implicit hypothesis is that studies of this kind present a feasible means of doing both, capable of narrowing the gap between theory and research on the one side, and professional practice on the other. This inevitably leads to a second level of inquiry, namely the adequacy of the research design and its potential for improvement. The findings contain reasonably strong indications that both pedagogical objectives have been achieved, which in turn suggests that initiatives of this sort can be fruitfully deployed to advance curriculum, course and also staff development. Although our results show that the study did indeed prove to be a catalyst for reflection among the various participants, there is room for improving its design by adopting a more systematic approach to measuring client learning, and by assigning the students a more active role in the research itself to reinforce their metacognitive awareness and intrinsic motivation. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/18906 |
| Fulltext version: | Published version |
| License (according to publishing contract): | Licence according to publishing contract |
| Departement: | Applied Linguistics |
| Organisational Unit: | Institute of Translation and Interpreting (IUED) |
| Appears in collections: | Publikationen Angewandte Linguistik |
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Massey, G., & Brändli, B. (2019). Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education. In D. Kiraly & G. Massey (Eds.), Towards authentic experiential learning in translator education (pp. 146–171). Cambridge Scholars Publishing.
Massey, G. and Brändli, B. (2019) ‘Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education’, in D. Kiraly and G. Massey (eds) Towards authentic experiential learning in translator education. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 146–171.
G. Massey and B. Brändli, “Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education,” in Towards authentic experiential learning in translator education, D. Kiraly and G. Massey, Eds. Newcastle upon Tyne: Cambridge Scholars Publishing, 2019, pp. 146–171.
MASSEY, Gary und Barbara BRÄNDLI, 2019. Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education. In: Don KIRALY und Gary MASSEY (Hrsg.), Towards authentic experiential learning in translator education. Newcastle upon Tyne: Cambridge Scholars Publishing. S. 146–171. ISBN 978-1-5275-4081-1
Massey, Gary, and Barbara Brändli. 2019. “Collaborative Feedback Flows and How We Can Learn from Them : Investigating a Synergetic Learning Experience in Translator Education.” In Towards Authentic Experiential Learning in Translator Education, edited by Don Kiraly and Gary Massey, 146–71. Newcastle upon Tyne: Cambridge Scholars Publishing.
Massey, Gary, and Barbara Brändli. “Collaborative Feedback Flows and How We Can Learn from Them : Investigating a Synergetic Learning Experience in Translator Education.” Towards Authentic Experiential Learning in Translator Education, edited by Don Kiraly and Gary Massey, Cambridge Scholars Publishing, 2019, pp. 146–71.
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