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dc.contributor.authorMassey, Gary-
dc.descriptionKeynote addressde_CH
dc.description.abstractFor the past two decades, translator education has commanded a rapidly growing interest in Translation Studies and is now widely regarded as a sub-discipline in its own right. But those who actually do the teaching have received considerably less attention. While it is true that the research and literature on translator education has been trying to say something to translation teachers in a host of handbooks, case studies and best-practice reports, very little work has been done or published about them. The very few educator profiles and outlines that do exist are not widely known or accessible. Moreover, although educators and their institutions have long recognized that translation is a socio-cognitive activity situated in complex sociotechnical environments, and have sought to replicate that complexity in a variety of authentic and simulated learning scenarios, there has been only marginal consideration of the way that translator education is itself deeply embedded in organizational and local contexts. The extent to which models or concepts of translator educator competence and its development are guiding the training and education that is being done, and how they serve individual, institutional and local needs, remains opaque. After briefly considering current and future challenges in translation practice and teaching, this talk will explore some of the main perspectives on translator educator training and education and sketch out the principal directions taken until now. It will bring together selected approaches and findings from pertinent research, including results from a survey conducted among members of CIUTI and the EMT network in 2019. It will examine key pedagogical approaches adopted, and the specifically institutional and local nature of translator educator needs. Presenting a use-case from the speaker’s home institution, it will propose a heuristic framework for translator educator development based on emergentist and organizational learning models, which can be readily adapted to local and institutional requirements. It will conclude with a call and suggestions for more systematic research on the nature and development of translator educator competence, with a longer-term view to testing the validity of the framework and its underlying models in local institutional contexts.de_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslator trainingde_CH
dc.subjectTranslator educationde_CH
dc.subjectTrain the trainersde_CH
dc.subjectTranslator educator trainingde_CH
dc.subjectContinuing professional developmentde_CH
dc.subjectTranslator competencede_CH
dc.subjectTranslator educator competencede_CH
dc.subjectOrganisational learningde_CH
dc.subjectAction researchde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleWhat about the teachers? : defining and developing translator educator competencede_CH
dc.typeKonferenz: Sonstigesde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.conference.details#AFFUMT Conference : Translator training: From the present to the future, Grenoble, France (online), 8-9 April 2021de_CH
zhaw.publication.reviewEditorial reviewde_CH
zhaw.title.proceedingsFormer aux métiers de la traduction aujourd’hui et demain : Livret d'Abstractsde_CH
Appears in collections:Publikationen Angewandte Linguistik

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