Publication type: Book part
Type of review: Editorial review
Title: Translation teacher training
Authors: Massey, Gary
et. al: No
DOI: 10.4324/9780367854850-24
Published in: The Routledge Handbook of Translation and Education
Editors of the parent work: Laviosa, Sara
González-Davies, Maria
Page(s): 385
Pages to: 399
Issue Date: 2019
Series: Routledge handbooks in translation and interpreting studies
Publisher / Ed. Institution: Routledge
Publisher / Ed. Institution: Abingdon
ISBN: 978-0-367-85485-0
Language: English
Subjects: Translator education; Translator educator competence; Translator teacher education; Training translator trainer; Translation didactics; Translation pedagogy; Organisational development; Organisational learning
Subject (DDC): 418.02: Translating and interpreting
Abstract: This chapter traces principal directions taken in the theory, research and practice of translation teacher training. It examines the scattered published information on translation teacher training, which obviously takes place at the institutional level, though inter-institutional initiatives are relatively rare and the extent to which translation teachers receive dedicated training remains obscure. After presenting an overview of the plentiful research on translation student learning and of the abundant resources aimed at translation teachers, it considers the scarcity of modelling of and research on how teachers (should) teach, learn and develop. More research is clearly needed on what is taught where and how, on the basis of what epistemological and pedagogic principles, with what aims and to what effect. The rare models and research that do exist underline the centrality of institutional and local contexts in addressing teacher competences and teacher-training needs. This suggests that a viable, systematic approach to translation teacher training can be most effectively achieved at organizational level within a coherent organizational learning framework. A ready basis is offered by Kiraly’s scalable model of co-emergent learning, which is both co-extensive with experiential learning approaches to translator education and congruent with leading organizational learning models and theories. However, adequate institutional incentives (time, rewards, regulations, etc.) and structures must be in place in order to operationalize the model.
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. (2019). Translation teacher training. In S. Laviosa & M. González-Davies (Eds.), The Routledge Handbook of Translation and Education (pp. 385–399). Routledge.
Massey, G. (2019) ‘Translation teacher training’, in S. Laviosa and M. González-Davies (eds) The Routledge Handbook of Translation and Education. Abingdon: Routledge, pp. 385–399. Available at:
G. Massey, “Translation teacher training,” in The Routledge Handbook of Translation and Education, S. Laviosa and M. González-Davies, Eds. Abingdon: Routledge, 2019, pp. 385–399. doi: 10.4324/9780367854850-24.
MASSEY, Gary, 2019. Translation teacher training. In: Sara LAVIOSA und Maria GONZÁLEZ-DAVIES (Hrsg.), The Routledge Handbook of Translation and Education. Abingdon: Routledge. S. 385–399. ISBN 978-0-367-85485-0
Massey, Gary. 2019. “Translation Teacher Training.” In The Routledge Handbook of Translation and Education, edited by Sara Laviosa and Maria González-Davies, 385–99. Abingdon: Routledge.
Massey, Gary. “Translation Teacher Training.” The Routledge Handbook of Translation and Education, edited by Sara Laviosa and Maria González-Davies, Routledge, 2019, pp. 385–99,

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