Departamento de
Traducción e Interpretación


Tema:   Pedagogía. Investigación.
Autor:   Mason, Ian (ed.)
Año:   2009
Título:   Training for Doctoral Research
Editorial/Revista:   The Interpreter and Translator Trainer (ITT) 3:1
Idioma:   Inglés.
Tipo:   Monografía.
ISBN/ISSN/DOI:   ISSN: 1750399X. ISBN: 9781905763122.
Índice:   1. Research Training in Translation Studies - 1-12 - Ian Mason; 2. Training Translation Researchers - 13-35 - Josep Marco; 3. The Case Study Research Method in Translation Studies - 37-56 - Sebnem Susam-Sarajeva; 4. Research Methodology in Specialized Genres for Translation Purposes - 57-77 - Anabel Borja Albi; Isabel García Izquierdo & Vicent Montalt i Resurrecció; 5. Elements of Doctoral Training - 79-106 - Sandra Halverson; 6. Doctoral Work in Translation Studies as an Interdisciplinary Mutual Learning Process - 107-28 - Anne Burns; Mira Kim & Christian M.I.M. Matthiessen; 7. Training For the Viva Examination - 129-42 - Sue-Ann Harding; 8. Coherence and Clarity of Objectives in Doctoral Projects - 143-64 - Maeve Olohan & Mona Baker.
Resumen:   Following the rapid expansion of translation studies as an emergent (inter-)discipline over recent decades, demand for doctoral research opportunities is now growing fast in many countries. At the same time, doctoral training packages of a generic nature have been elaborated and refined at many universities, drawing on long traditions of doctoral research in established disciplines. A degree of consensus no doubt exists on such matters as the need for rigour, method and the generation of new knowledge. Beyond that, however, there are a host of issues specific to translation and interpreting studies that remain under-researched and under-discussed. Contributors to this special issue encourage reflection on a range of issues in ways that foster further debate and collaboration on the development of doctoral studies within the field. A number of concrete proposals are offered that could be adapted to local situations in different countries and academic settings. While some of the contributions adopt a mainly empirical stance, others adopt a broad perspective on training, citing examples of widely differing projects. Two contributors offer insights from personal experience of doctoral study while another describes the organization of doctoral work within the conceptual framework of a research group. All consider training from the angle of student needs and offer concrete suggestions for ensuring that doctoral candidates are equipped with the guidance, concepts, methods and tools required for success. [Source: Editor]
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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