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  2. Angewandte Linguistik
  3. Publikationen
  4. Publikationen Angewandte Linguistik
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dc.contributor.authorMassey, Gary-
dc.contributor.authorBrändli, Barbara-
dc.date.accessioned2019-12-13T14:06:02Z-
dc.date.available2019-12-13T14:06:02Z-
dc.date.issued2019-
dc.identifier.isbn978-1-5275-4081-1de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/18906-
dc.description.abstractThe study reported in this updated chapter pursues two main pedagogical objectives. The first is to increase our understanding of co-emergent learning effects and feedback flows in an authentic collaborative translation project at our institute, with a view to justifying our authentic experiential approach to translator education and to optimizing future implementations. The second is to use the research project to promote reflective practice among those involved in the learning event, particularly teaching professionals and student learners. The implicit hypothesis is that studies of this kind present a feasible means of doing both, capable of narrowing the gap between theory and research on the one side, and professional practice on the other. This inevitably leads to a second level of inquiry, namely the adequacy of the research design and its potential for improvement. The findings contain reasonably strong indications that both pedagogical objectives have been achieved, which in turn suggests that initiatives of this sort can be fruitfully deployed to advance curriculum, course and also staff development. Although our results show that the study did indeed prove to be a catalyst for reflection among the various participants, there is room for improving its design by adopting a more systematic approach to measuring client learning, and by assigning the students a more active role in the research itself to reinforce their metacognitive awareness and intrinsic motivation.de_CH
dc.language.isoende_CH
dc.publisherCambridge Scholars Publishingde_CH
dc.relation.ispartofTowards authentic experiential learning in translator educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslator educationde_CH
dc.subjectExperiential learningde_CH
dc.subjectAction researchde_CH
dc.subjectTeacher developmentde_CH
dc.subjectOrganisational learningde_CH
dc.subjectOrganisational developmentde_CH
dc.subjectTranslation toolde_CH
dc.subjectCollaborative learningde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleCollaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator educationde_CH
dc.typeBuchbeitragde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.publisher.placeNewcastle upon Tynede_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end171de_CH
zhaw.pages.start146de_CH
zhaw.parentwork.editorKiraly, Don-
zhaw.parentwork.editorMassey, Gary-
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewEditorial reviewde_CH
zhaw.webfeedÜbersetzungswissenschaftde_CH
zhaw.author.additionalNode_CH
Appears in collections:Publikationen Angewandte Linguistik

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Massey, G., & Brändli, B. (2019). Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education. In D. Kiraly & G. Massey (Eds.), Towards authentic experiential learning in translator education (pp. 146–171). Cambridge Scholars Publishing.
Massey, G. and Brändli, B. (2019) ‘Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education’, in D. Kiraly and G. Massey (eds) Towards authentic experiential learning in translator education. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 146–171.
G. Massey and B. Brändli, “Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education,” in Towards authentic experiential learning in translator education, D. Kiraly and G. Massey, Eds. Newcastle upon Tyne: Cambridge Scholars Publishing, 2019, pp. 146–171.
MASSEY, Gary und Barbara BRÄNDLI, 2019. Collaborative feedback flows and how we can learn from them : investigating a synergetic learning experience in translator education. In: Don KIRALY und Gary MASSEY (Hrsg.), Towards authentic experiential learning in translator education. Newcastle upon Tyne: Cambridge Scholars Publishing. S. 146–171. ISBN 978-1-5275-4081-1
Massey, Gary, and Barbara Brändli. 2019. “Collaborative Feedback Flows and How We Can Learn from Them : Investigating a Synergetic Learning Experience in Translator Education.” In Towards Authentic Experiential Learning in Translator Education, edited by Don Kiraly and Gary Massey, 146–71. Newcastle upon Tyne: Cambridge Scholars Publishing.
Massey, Gary, and Barbara Brändli. “Collaborative Feedback Flows and How We Can Learn from Them : Investigating a Synergetic Learning Experience in Translator Education.” Towards Authentic Experiential Learning in Translator Education, edited by Don Kiraly and Gary Massey, Cambridge Scholars Publishing, 2019, pp. 146–71.


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