Training translation teachers in an initial teacher education programme: a self-efficacy beliefs perspective

WuWei, Lan di; Mo, Aiping

doi:10.1080/0907676x.2018.1485715

Cited by 16 publications

(11 citation statements)

References 39 publications

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“…Moreover, the participant's responses to the satisfaction questionnaire indicated positive attitudes toward the training experience and program, as well as their translation skills. This finding is also similar to the findings of Di Wu and Aiping (2019), who found that training had a positive impact on the development of self-efficacy beliefs of the participants, suggesting that the training of translators could yield successful results when conducted in a formal and systematic ways. It is also consistent with the findings of Kittichartchaowalit (2018), who found that the satisfaction of the students with an e-learning lesson in the Basic Translation Course was rated at a high level.…”

Section: Discussionsupporting

confidence: 89%

“…However, a few studies tackled the issue and yielded some interesting findings. For instance, Di Wu and Aiping (2019) examined the influences of training programs on preservice translators in terms of their self-efficacy beliefs in translating, teaching, and research. It was found, in general, that the program had positive impacts on the development of the self-efficacy beliefs of the participants, suggesting that the training of translators could yield successful results when conducted in a formal and systematic ways.…”

Section: Empirical Considerationsmentioning

confidence: 99%

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The effects of a translation training program on English as a foreign language trainees’ translation skills

Alolaywi

2022

Front. Educ.

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This study aimed to measure the effectiveness of a training experience involving a simulation of the work environment in developing the translation skills of a group of translation trainees. It also sought to investigate the participants’ views about their training experience, as well as measure their level of satisfaction with the program. Thirty participants with qualifications in English language and translation from different regions of the Kingdom of Saudi Arabia participated in this study. This research is a quasi-experimental study in the form of a one-group pretest and posttest design. Initially, the participants underwent a preliminary assessment (pretest) of their translation abilities. Afterward, they undertook the experiment, an intensive course in translation and its required skills, which extended over a 2-month period. At the end of the program, the participants underwent a posttest to measure whether there were statistically significant differences in their performance in the pre- and posttests, with the results showing statistically significant differences in program performance (p < 0.05). The data from the attitudinal questionnaire administered to the participants at the end of the program showed that they held positive opinions about the program and they benefited significantly from the training experience. Based on these results, suggestions and recommendations are proposed to those interested in the field of training and translation to further improve the work.

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Section: Discussionsupporting

confidence: 89%

Section: Empirical Considerationsmentioning

confidence: 99%

The effects of a translation training program on English as a foreign language trainees’ translation skills

Alolaywi

2022

Front. Educ.

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“…Students believe that when they have acquired much better bilingual competence they start translation ( Li, 2002 ). The bilingual and translation knowledge competence are also the focus in translator trainers’ training practice ( Wu et al, 2019 ). Altogether, it can not be denied that the fruitful work by Bolaños-Medina and Núñez (2018) and Haro-Soler (2018) has contributed significantly to the translating self-efficacy instrument development.…”

Section: Discussionmentioning

confidence: 99%

The Psychometric Properties of Translating Self-Efficacy Belief: Perspectives From Chinese Learners of Translation

2021

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Understanding learners’ translating self-efficacy belief helps predict their ability to cope and translation performance during their career. Despite this connection, the assessment of self-efficacy during learning has been largely overlooked in translation research. The purpose of this study was to develop and validate an instrument to examine belief in self-efficacy in a sample of Chinese translation learners. Scale items were collected and refined based on an expert-panel consensus opinion. Exploratory factor analysis and confirmatory factor analysis across two independent samples (Sample I = 193 and Sample II = 247) revealed and validated a three-dimensional structure: efficacy in internal competence, efficacy in psycho-physical competence, and efficacy in external competence. These findings provide supporting evidence for scale applications in educating translators.

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“…The reason for this conceptualization is that the knowledge structure of T&I teachers in China consists of knowledge of teaching, research, and T&I profession ( Li and Zhang, 2011 ; Kang and Shi, 2020 ). Accordingly, being a “well-trained, professional, and competent” ( Wu et al, 2019a ) T&I teacher requires one to be a T&I trainer/educator, researcher, and practitioner at the same time. On the contrary, trainer/educator, researcher, and practitioner roles serve as the elements to construct the main role of the T&I teacher role identity.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Toward a framework for understanding translation and interpreting teacher role identity

Chen

Huang

2022

Front. Psychol.

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The purpose of this study was to present a translation and interpreting (T&I) teacher role identity (TITRI) framework for investigating how T&I teachers in China develop their role identities. There is a vast literature on language teacher identity in higher education compared to a paucity of literature on the development of T&I teacher identity. Developing a strong T&I teacher identity in the context of Chinese universities is challenging as teachers combine sub-roles of trainers/educators, researchers, and practitioners, and the context is more supportive of constructing a researcher role than trainer/educator and practitioner roles. A strong teacher identity, on the other hand, is vital since it enhances teachers’ willingness to engage in professional development. This study proposes a framework based on the Dynamic Systems Model of Role Identity (DSMRI) that describes how three sub-roles interact and contribute to overall T&I teacher identity. This work contributes to the scant literature on T&I teacher identity research, shedding light on how different role identities may interact throughout the professional careers of a teacher. Additionally, the framework may also foster an awareness of the impact of higher education on a teacher and, as a result, offer implications for universities in China to encourage the development of teacher identity.

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Training translation teachers in an initial teacher education programme: a self-efficacy beliefs perspective

Cited by 16 publications

References 39 publications

The effects of a translation training program on English as a foreign language trainees’ translation skills

The effects of a translation training program on English as a foreign language trainees’ translation skills

The Psychometric Properties of Translating Self-Efficacy Belief: Perspectives From Chinese Learners of Translation

Toward a framework for understanding translation and interpreting teacher role identity

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