A learner-based approach to translator training has already been recognised and discussed in translator education for the last few years (González-Davies 2004; Kelly 2005; Kiraly 1995, 2000; Massey et al. 2019). With the main focus on learning rather than training and the translator rather than the product or the process of translation, the observed trend in translation studies can be called ‘translator studies’ (Chesterman 2009). The tendency has been for the teacher-centred approach to be gradually replaced by manners of teaching which favour learner autonomy (Gonzalez Davies 2004).
Nonetheless, due to the multiple demands that translator teachers must fulfil, they still happen to be regarded as the main active performers in the educational process. Invaluable as the teacher’s agency is for shaping the educational reality that translation trainees experience, translator education requires ensuring that student-oriented education actually involves freeing teachers and students from their traditional roles, to break out of the routine in which they have been rooted for years. It is worth emphasising that the roles and responsibilities of the translator teacher and student are equally important. The article looks at the translation educational process with the main focus on trainees who are supposed to build their career in the uncertain and indeterminate translation industry of the future.
Boyd, Robert . D., and Myers, Gordon. J. 1988. “Transformative Education.” International Journal of Lifelong Education, 7(4), 261–284.
Candy, Philip, Harri-Augstein Sheila, and Thomas, Laurie (1985). “Reflection and the self-organized learner: a model of learning conversations.” In David Boud, Rosemary Keogh, and David Walker, Reflection: Turning Experience into Learning, 100–116. London: Kogan Page.
Cranton, Patricia. 1994. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass.
González-Davies, Maria 2004. Multiple Voices in the Translation Classroom. Activities, Tasks and Projects. Amsterdam & Philadelphia: John Benjamins.
Gonzalez-Davies, Maria & Enriquez Raído, Vanessa. (eds) 2018. “Situated learning in translator and interpreter training: Bridging research and good practice.” The Interpreter and Translator Trainer, 12-28. 10. 1-11.
Hawkins, Spencer John. 2021. “The Digital Translation Classroom: Another Day at the Computer for the Burgeoning Translato.” New Voices in Translation Studies 24: 72-81
Haro-Soler, Maria and Kiraly, Don. 2019. “Exploring self-efficacy beliefs in symbiotic collaboration with students: an action research project”. The Interpreter and Translator Trainer 13(3), 255-270, DOI: 10.1080/1750399X.2019.1656405
Kelly, Dorothy 2005. A Handbook for Translator Trainers: A Guide to Reflective Practice, Manchester: St. Jerome.
Kiraly, Don. 1995. Pathways to Translation: Pedagogy and Process. Kent: Kent State University Press.
Kiraly, Don. 2000. A Social Constructivist Approach to Translator Education. Empowerment from ¬Theory to Practice, Manchester, St. Jerome.
Klimkowski, Konrad. 2015. Towards a Shared Curriculum in Translator and Interpreter Education, Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej.
Knowles, Malcolm. 1975. Self-directed learning: A guide for learners and teachers, New York, Toronto: Cambridge Adult Education Company.
Kornacki, Michał. 2018. Computer-assisted translation (CAT) tools in the translator training process. Peter Lang.
Kornacki, Michał and Paulina Pietrzak. 2021. “New translator training environments: Towards improving translation students’ digital resilience”. New Voices in Translation Studies 24 Special Issue.
Massey, Gary, Don Kiraly and Maureen Ehrensberger-Dow (eds.). 2019. The Interpreter and Translator Trainer, 13(3), Special issue: Training the Trainers.
Mezirow, Jack. 1990. “How critical reflection triggers transformative learning.” In Jack Mezirow (ed.)., Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Education, 1-20. San Francisco: Jossey-Bass.
Mezirow, Jack. 1996. “Contemporary paradigms of learning.” Adult Education Quarterly, 46(3): 158–173. https://doi.org/10.1177/074171369604600303
Mezirow, Jack. 2003. “Transformative Learning as Discourse.” Journal of Transformative Learning 1(1), 58–63.
Pietrzak, Paulina and Kornacki, Michał 2020. Using CAT Tools in Freelance Translation: Insights from a Case Study, New York: Routledge.
Pietrzak, Paulina. 2022 forth. Metacognitive translator training: focus on personal resources. London: Palgrave.
Schön, Donaldr, A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.