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
Pages : 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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