Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles

Abstract

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting.

Innovative and disruptive pedagogies in music education: A systematic review of the literature

“…As illustrated in the previous section, the experiences that we analyzed we place at the lower end of the spectrum result from innovation initiatives that do not introduce major changes and not particularly risky because they only slightly modify established practices. Thus, although we cannot generalize through our study, it can be deduced from the selected articles that disruptive music education might have had an upward trend in recent years despite the restrictive elements of regulated studies such as objective assessment tests, rigid schedules, limited spaces, and outdated curricula (Díaz-Millón et al, 2020). Although relatively few examples reflect the emergence of the pandemic, these can drive a forced transformation in the ways music is taught, learned, and practiced.…”

Can We Assess Creativity? The Use of Rubrics for Evaluating Transcreation in the Undergraduate Program of Translation and Interpreting

“…In light of the previously exposed scenario, higher education institutions should adapt their teaching and curricular contents to the demands of new professional profiles. To this aim, it is essential to foster the specific and transversal skills linked to these new profiles as well as developing methodologies and evaluation processes related to the dynamics of the professional field [5]. However, transversal competencies have often a secondary role in the curriculum [6,7].…”