Departamento de
Traducción e Interpretación


Tema:   Pedagogía.
Autor:   Kiraly, Donald Charles (ed.)
Año:   2016
Título:   Towards Authentic Experiential Learning in Translator Education
Lugar:   Mainz
Editorial/Revista:   Universität Mainz
Páginas:   207
Idioma:   Inglés.
Tipo:   Libro.
ISBN/ISSN/DOI:   ISBN: 9783847104957.
Disponibilidad:   Alicante BG.
Índice:   1. Raquel Pacheco Aguilar - The Question of Authenticity in Translator Education from the Perspective of Educational Philosophy; 2. Susanne Hagemann - (Non-)Professional, Authentic Projects? Why Terminology Matters; 3. Don Kiraly - Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews?; 4. Don Kiraly & Sascha Hofmann - Towards a Postpositivist Curriculum Development Model for Translator Education; 5. Don Kiraly, Lisa Rüth & Marcus Wiedmann - Enhancing Translation Course Design and Didactic Interventions with E-Learning; 6. Maren Dingfelder Stone - Authenticity, Autonomy, and Automation: Training Conference Interpreters; 7. Andrea Cnyrim - Developing Intercultural Competence through Authentic Projects in the Classroom; 8. Catherine Way - Intra-University Projects as a Solution to the Simulated/Authentic Dilemma; 9. Carmen Canfora - Assessing Learning in Heterogeneous Learning Groups in Translator Training – A Role for Portfolios; 10. Gary Massey & Barbara Brändli - Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator education.
Resumen:   This volume deals with the theory and practice of incorporating authentic experiential work into curricula for the education of professional translators and interpreters. The contributions deal with a wide variety of topics in this domain, extending from the foundations of experiential learning in pedagogical epistemology to discussions of exemplary experiments with the use of authentic project work at leading translator and interpreter education institutions in Germany, Spain and Switzerland. Matters of educational philosophy, curriculum design as well as instructional design are dealt with, and the wide range of focal points and perspectives of the various authors provides a multi-facetted view of authentic project work that has so far been lacking in translation pedagogy literature. [Source: Editor]
Impacto:   1i- Astley, Helen & Olga Torres Hostench. 2017. 7228cit; 2i- Morón Martín, Marián & Elisa Calvo Encinas. 2017. 7455cit; 3i- Rodríguez de Céspedes, Begoña. 2017. 7223cit
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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