Beyond teaching : towards co-emergent praxis in translator education

Massey, Gary; Kiraly, Don; Hofmann, Sascha

doi:10.21256/zhaw-4027

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-4027

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DC Field	Value	Language
dc.contributor.author	Massey, Gary	-
dc.contributor.author	Kiraly, Don	-
dc.contributor.author	Hofmann, Sascha	-
dc.date.accessioned	2018-10-15T09:50:48Z	-
dc.date.available	2018-10-15T09:50:48Z	-
dc.date.issued	2018	-
dc.identifier.isbn	978-3-7329-0334-4	de_CH
dc.identifier.isbn	978-3-7329-9505-9	de_CH
dc.identifier.uri	https://digitalcollection.zhaw.ch/handle/11475/11781	-
dc.description.abstract	This chapter is the product of parallel as well as joint efforts by the three authors to further develop collaborative approaches to learning and teaching with the aim of contributing to sustainable innovation in translator education. In the first part of the chapter, Don Kiraly introduces an abductive frame of reasoning and an interpretivist line of inquiry for investigating processes in translator education. He then presents some of the abductive milestones along his own research trajectory, focusing particularly on findings from three action research case studies that have fed into a post-positivist model of translator expertise emergence that all three authors of this chapter are now attemping to apply and enhance. In the second part of the chapter, Gary Massey takes an organisational perspective to pre-sent and discuss the applicability of the co-emergence concept to the continuing development of translator education programmes and institutions. He refers to measures that have been un-dertaken at IUED to foster curriculum development and organisational learning within the context of the model Kiraly proposes. In the third part, Sascha Hofmann outlines the genesis of a ‘translation agency simulator’, which he is currently developing at FTSK as an instructional tool for simulated translation project work. As will be explained in the discussion below, simulated translation project work can be seen to dovetail with both instruction in elementary domain-specific skills and concepts and complex authentic translation project work towards the end of a programme of study.	de_CH
dc.language.iso	en	de_CH
dc.publisher	Frank & Timme	de_CH
dc.relation.ispartof	Translation – Didaktik – Kompetenz	de_CH
dc.rights	Licence according to publishing contract	de_CH
dc.subject	Translator education	de_CH
dc.subject	Translation pedagogy	de_CH
dc.subject	Emergence	de_CH
dc.subject	Co-emergence	de_CH
dc.subject	Translation competence development	de_CH
dc.subject	Translator competence	de_CH
dc.subject	Action research	de_CH
dc.subject	Experiential learning	de_CH
dc.subject	Organisational learning	de_CH
dc.subject	Organisational development	de_CH
dc.subject	Collaborative learning	de_CH
dc.subject	Translation simulation	de_CH
dc.subject.ddc	418.02: Translationswissenschaft	de_CH
dc.title	Beyond teaching : towards co-emergent praxis in translator education	de_CH
dc.type	Buchbeitrag	de_CH
dcterms.type	Text	de_CH
zhaw.departement	Angewandte Linguistik	de_CH
zhaw.organisationalunit	Institut für Übersetzen und Dolmetschen (IUED)	de_CH
zhaw.publisher.place	Berlin	de_CH
dc.identifier.doi	10.21256/zhaw-4027	-
zhaw.funding.eu	No	de_CH
zhaw.originated.zhaw	Yes	de_CH
zhaw.pages.end	64	de_CH
zhaw.pages.start	11	de_CH
zhaw.parentwork.editor	Ahrens, Barbara	-
zhaw.parentwork.editor	Hansen-Schirra, Silvia	-
zhaw.parentwork.editor	Krein-Kühle, Monika	-
zhaw.parentwork.editor	Schreiber, Michael	-
zhaw.parentwork.editor	Wienen, Ursula	-
zhaw.publication.status	publishedVersion	de_CH
zhaw.publication.review	Peer review (Publikation)	de_CH
zhaw.webfeed	Übersetzungswissenschaft	de_CH
Appears in collections:	Publikationen Angewandte Linguistik

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Massey, G., Kiraly, D., & Hofmann, S. (2018). Beyond teaching : towards co-emergent praxis in translator education. In B. Ahrens, S. Hansen-Schirra, M. Krein-Kühle, M. Schreiber, & U. Wienen (Eds.), Translation – Didaktik – Kompetenz (pp. 11–64). Frank & Timme. https://doi.org/10.21256/zhaw-4027

Massey, G., Kiraly, D. and Hofmann, S. (2018) ‘Beyond teaching : towards co-emergent praxis in translator education’, in B. Ahrens et al. (eds) Translation – Didaktik – Kompetenz. Berlin: Frank & Timme, pp. 11–64. Available at: https://doi.org/10.21256/zhaw-4027.

G. Massey, D. Kiraly, and S. Hofmann, “Beyond teaching : towards co-emergent praxis in translator education,” in Translation – Didaktik – Kompetenz, B. Ahrens, S. Hansen-Schirra, M. Krein-Kühle, M. Schreiber, and U. Wienen, Eds. Berlin: Frank & Timme, 2018, pp. 11–64. doi: 10.21256/zhaw-4027.

MASSEY, Gary, Don KIRALY und Sascha HOFMANN, 2018. Beyond teaching : towards co-emergent praxis in translator education. In: Barbara AHRENS, Silvia HANSEN-SCHIRRA, Monika KREIN-KÜHLE, Michael SCHREIBER und Ursula WIENEN (Hrsg.), Translation – Didaktik – Kompetenz. Berlin: Frank & Timme. S. 11–64. ISBN 978-3-7329-0334-4

Massey, Gary, Don Kiraly, and Sascha Hofmann. 2018. “Beyond Teaching : Towards Co-Emergent Praxis in Translator Education.” In Translation – Didaktik – Kompetenz, edited by Barbara Ahrens, Silvia Hansen-Schirra, Monika Krein-Kühle, Michael Schreiber, and Ursula Wienen, 11–64. Berlin: Frank & Timme. https://doi.org/10.21256/zhaw-4027.

Massey, Gary, et al. “Beyond Teaching : Towards Co-Emergent Praxis in Translator Education.” Translation – Didaktik – Kompetenz, edited by Barbara Ahrens et al., Frank & Timme, 2018, pp. 11–64, https://doi.org/10.21256/zhaw-4027.