|Publication type:||Conference other|
|Type of review:||Peer review (abstract)|
|Title:||Learning to bridge the divide : integrating teacher and organisational development in translator education|
|Conference details:||CIUTI Conference 2019: Bridging the Divide between Theory and Practice, Melbourne, Australia, 3-5 June 2019|
|Subjects:||Translation teaching; Translation teacher competence; Translation pedagogy; Translator teacher education; Emergence; Action research; Organisational learning|
|Subject (DDC):||378: Higher education |
418.02: Translating and interpreting
|Abstract:||Over a number of decades, translation pedagogy has evolved into a “new sub-discipline” (Piotrowska and Tyupa 2014) of Translation Studies, but the focus has been almost exclusively on student competences and their development rather than on those actually doing the teaching (cf. Kelly 2005, 2008; Way forthcoming/2019). Fuelled in large part by the technological challenges of neural machine translation and other innovations, there are growing calls to re-position the (human) translation profession, re-evaluate self-concepts, review competences and re-conceive training (e.g. Katan 2016; Massey and Ehrensberger-Dow 2017; Massey and Wieder 2019). Yet, the concomitant need to model the competences and development of those educating the future professionals has received less attention. Notable but rare exceptions are isolated teacher profiles (Kelly 2005, 2008; European Commission Directorate-General for Translation 2013) and Orlando’s (2016) concept of “practisearcher” trainers, who can bridge the vocational/academic divide by combining experiential translation praxis with theoretical knowledge, professionally oriented research and pedagogical competence. 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. This is centred on a fractal model of (co-)emergent expertise (Kiraly 2017) framed by influential approaches to organisational learning (e.g. Argyris and Schön 1978; cf. Kiraly, Massey and Hofmann 2018; Massey 2017) and operationalised by (participatory) action research and (experiential) learning measures designed to incentivise reflective practice, theoretical knowledge-building and familiarity with the demands and directions of professional translation in the real world.|
|Further description:||Conference presentation|
|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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