An embodied cognition perspective on translation education: philosophy and pedagogy

¿La práctica hace al traductor? El impacto de la práctica de traducción en las creencias de autoeficacia de los estudiantes

“…Las narrativas de los participantes son coherentes con los hallazgos que aparecen en la literatura relacionada con las prácticas profesionales en la formación de traductores (Liu, 2017;Singer, 2021;Valero Garcés, 2012;Xu, 2019;Zhu, 2018), en cuanto a que los alumnos consideran este hito como una instancia crítica para el desarrollo de su identidad traductora. Sin embargo, el aspecto más relevante es que similares, pues ello permitiría, por ejemplo, comprender su opinión sobre cuán importante para su competencia y sus creencias de autoeficacia podría resultar (o no) el hacer las prácticas profesionales, sobre cómo han gestionado la búsqueda o sobre las razones por las que finalmente no pudieron llevarlas a cabo.…”

“…Por lo tanto, la práctica profesional se perfila como una oportunidad de reconfiguración de los conceptos asociados a la profesión, considerando las dimensiones sociales y personales de los estudiantes de Traducción, a medida que estos exploran el contexto profesional. Zhu (2018) argumenta que este tipo de prácticas debería ser parte crítica del currículum de Traducción, pues se trataría de aprendizaje experiencial auténtico que desempeña un rol crucial en la formación de traductores (Kiraly, 2016;Sawyer et al, 2019).…”

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

“…If the conventional built spaces were dominated by the centrality of the teacher-instructor, the online learning spaces seem to have foregrounded the significance of knowledge-based communities, peeIpl2uae#r interactions (Altınay, 2017 ; Peters & Romero, 2019 ), and the role of the instructor as a ‘pedagogical-weaver’ (Lee & Tan, 2018 ). One of the significant changes that the mobility paradigm has brought to focus on is the possibility to locate the learners within the stages of the embodied skill acquisition model (Purser, 2018 ; Zhu, 2018 ). Considering the changing nature of learners and their awareness of their learning process and requirements as reported in the study, the learners seem to be at the competent performance stage wherein the learners have gained considerable experience in the technology-enabled online learning space and are able to perform within the changing scenarios and spaces of learning (Dreyfus & Dreyfus, 1999 ).…”

“…The phenomenological model of embodied skill acquisition is insightful here to locate and make sense of the changes brought about by mobility within and across learning spaces. Zhu ( 2018 ) refers to the five stages of embodied skill acquisition inspired by Dreyfus and Dreyfus’s ( 1999 ) work. In the first or novice stage , the learners are without experience and try to remember the rules and priorities of a context and situate it within the new context.…”

Konferans Salonunda Dağıtık Biliş: Andaş Çeviri Sürecine Yeni Bir Bakış

“…Dağıtık biliş; sosyal, organizasyonel ve bilişsel boyutlarıyla andaş çeviriyi açıklamak, araştırmak ve nihayetinde eğitim aracılığı ile hali hazırdaki ve gelecekteki konferans çevirmenlerinin performansını iyileştirmek için de son derece uygun bir yaklaşım olarak göze çarpmaktadır. Çeviribilim kapsamında yazılı çevirinin sosyo-bilişsel boyutunu (Risku, 2015;Risku ve Windhager, 2013), bilgisayar-destekli çeviri sürecini (Dragsted, 2007), teknik iletişim ve çeviriyi (Risku, 2010) ve yazılı çeviri eğitimini (Zhu, 2018) değerlendirmek için kullanılan dağıtık biliş, gömülü-bedenlenmiş biliş ve yayılmış zihin tezleri, andaş çeviri bağlamında sistematik olarak henüz ele alınmamıştır (bkz. Pöchhacker, 2015, s. 56).…”