|Publication type:||Book part|
|Type of review:||Editorial review|
|Title:||Translation teacher training|
|Published in:||The Routledge Handbook of Translation and Education|
|Editors of the parent work:||Laviosa, Sara|
|Series:||Routledge handbooks in translation and interpreting studies|
|Publisher / Ed. Institution:||Routledge|
|Publisher / Ed. Institution:||Abingdon|
|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|
|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. https://doi.org/10.4324/9780367854850
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: https://doi.org/10.4324/9780367854850.
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.
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, https://doi.org/10.4324/9780367854850.
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