1. ZHAW digitalcollection
  2. Angewandte Linguistik
  3. Publikationen
  4. Publikationen Angewandte Linguistik
Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-22970
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dc.contributor.authorMassey, Gary-
dc.date.accessioned2021-08-19T12:21:54Z-
dc.date.available2021-08-19T12:21:54Z-
dc.date.issued2021-
dc.identifier.issn2673-6926de_CH
dc.identifier.issn2673-6934de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/22970-
dc.description.abstractTranslation pedagogy has evolved into a new sub-discipline of translation studies, but the focus has been almost exclusively on student competences and their development rather than on those actually doing the teaching. The multiple challenges presented by technology, digitalization and socio-ethical concerns have been lending increased impetus to diversifying the roles and working contexts in which translators pursue their vocation, calling for a review of translators’ roles and competences and a re-orientation of translator education. Yet, the concomitant need to model the competences and development of those educating the future professionals has received far less attention. After considering current and future challenges in translation practice and teaching, the present paper focuses on a use case from the author’s institution to propose an integrated approach to teacher competence development, framed by influential approaches to organizational learning and operationalized in a situated, localized directive which set out to make efficient and effective use of available resources as key affordances in teacher development. These include participatory action research and experiential learning measures designed to promote and incentivize reflective practice, innovation and thus bridge the much-cited divide between professional vocational training and the academic objectives of translation theory and research.de_CH
dc.language.isoende_CH
dc.publisherPeter Langde_CH
dc.relation.ispartofJournal of Translation Studiesde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectTranslator educationde_CH
dc.subjectTranslator competencede_CH
dc.subjectTranslation teacher competencede_CH
dc.subjectTranslation teacher profilesde_CH
dc.subjectOrganizational learningde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleLearning to bridge the divide : integrating teacher and organizational development in translator educationde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
dc.identifier.doi10.3726/JTS012021.7de_CH
dc.identifier.doi10.21256/zhaw-22970-
zhaw.funding.euNode_CH
zhaw.issue1de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end140de_CH
zhaw.pages.start109de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume1de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedÜbersetzungswissenschaftde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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Massey, G. (2021). Learning to bridge the divide : integrating teacher and organizational development in translator education. Journal of Translation Studies, 1(1), 109–140. https://doi.org/10.3726/JTS012021.7
Massey, G. (2021) ‘Learning to bridge the divide : integrating teacher and organizational development in translator education’, Journal of Translation Studies, 1(1), pp. 109–140. Available at: https://doi.org/10.3726/JTS012021.7.
G. Massey, “Learning to bridge the divide : integrating teacher and organizational development in translator education,” Journal of Translation Studies, vol. 1, no. 1, pp. 109–140, 2021, doi: 10.3726/JTS012021.7.
MASSEY, Gary, 2021. Learning to bridge the divide : integrating teacher and organizational development in translator education. Journal of Translation Studies. 2021. Bd. 1, Nr. 1, S. 109–140. DOI 10.3726/JTS012021.7
Massey, Gary. 2021. “Learning to Bridge the Divide : Integrating Teacher and Organizational Development in Translator Education.” Journal of Translation Studies 1 (1): 109–40. https://doi.org/10.3726/JTS012021.7.
Massey, Gary. “Learning to Bridge the Divide : Integrating Teacher and Organizational Development in Translator Education.” Journal of Translation Studies, vol. 1, no. 1, 2021, pp. 109–40, https://doi.org/10.3726/JTS012021.7.


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