ABSTRACT

This special issue is devoted to training translator trainers, a remarkably neglected field of inquiry given the strong interest shown in translation pedagogy since translation studies first emerged as a discipline. The very term ‘trainer’ belies the complexity of roles and demands that these educators have to fulfil, some of which is captured in the range and depth of the articles contained in this issue. The first three contributions span the synergetic potential of practical, research-oriented and pedagogical skills in translator educators’ competence profiles, mismatches between educators’ beliefs and practices, and how learning, teaching and doing research can be combined to enhance self-efficacy beliefs. They are followed by five case studies which describe and investigate teaching practices designed to develop students’ assessment, digital and information literacy as well as their multimodal audiodescription and audiovisual translation skills. By presenting practices that educators might wish to emulate or adapt to their own institutional realities, the contributions to this issue reflect past approaches to educating the educators; but they also represent a decisive first step towards broadening and deepening the sporadic work previously done on what translator educators (should) do, how they (should) teach and how they (should) develop.

摘要

自翻译研究作为一门学科出现以来，由于对翻译教学法表现出了浓厚的兴趣，因此本期专刊专门培训翻译培训者，这是一个非常被忽视的研究领域。术语“培训者”掩盖了角色的复杂性和要求这些教育者必须履行的要求，其中一些是在本期文章的范围和深度中体现的。前三项贡献涵盖了译者教育者的能力概况，实践，研究导向和教学技能的协同潜力，教育者的信念与实践之间的不匹配以及如何将学习，教学和研究结合起来以增强自我效能感。接下来是五个案例研究，描述和调查旨在发展学生评估的教学实践，数字和信息素养以及他们的多模式音频描述和视听翻译技能。通过介绍教育者可能希望效仿或适应其自身机构现实的做法，对这一问题的贡献反映了过去教育教育者的方法；但是，它们也代表着决定性的第一步，它是扩大和深化以前在翻译教育者（应该）所做的事情，他们（应该）如何教授以及他们（应该）如何发展方面所做的零星工作的第一步。