Teaching Beliefs and Learning Beliefs in Translator and Interpreter Education: An Exploratory Case Study

Autor/in	Li, Xiangdong
Titel	Teaching Beliefs and Learning Beliefs in Translator and Interpreter Education: An Exploratory Case Study
Quelle	In: Interpreter and Translator Trainer, 12 (2018) 2, S.132-151 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Xiangdong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2017.1359764
Schlagwörter	Teacher Attitudes; Translation; Educational Change; Constructivism (Learning); Teaching Methods; Situated Learning; Attitude Change; Language Processing; Second Languages; Evaluation Methods; Case Studies; Student Attitudes; Undergraduate Students; College Faculty; Foreign Countries; Teacher Student Relationship; Behaviorism; Learning Processes; China + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Sprachverarbeitung; Second language; Zweitsprache; Case study; Fallstudie; Case Study; Schülerverhalten; Fakultät; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Behaviourism; Behaviorismus; Learning process; Lernprozess
Abstract	Since 2000, translator and interpreter trainers have been arguing against the use of a transmissionist approach and for the use of a transformationist approach. Such a change in instructional approach is rooted in a shift in trainers' beliefs from behaviourism to social constructivism/situated learning. Teachers' beliefs on the nature of knowledge and learning influence curricular choices, instructional approaches and assessment formats, while students' beliefs determine their plans for and approach to learning. However, relevant research on teaching and learning beliefs in translator and interpreter education is rare. This study reports on an exploratory case study of teachers' and learners' beliefs in the context of translator and interpreter education. It reviews the state of art of educational research on teaching and learning beliefs, and describes two categories of teaching beliefs in translator and interpreter education: behaviourism and constructivism/situated learning. Data were collected through two questionnaires from five teachers and their sixty students. Results suggested that teachers' beliefs contained mixed elements of behaviourism and constructivism/situated learning and that students' beliefs did not match those of their teachers. Pedagogical implications were discussed to justify advantages of the co-existence of behaviourism and constructivism/situated learning and reconcile the discrepancies between teachers' and students' beliefs.. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01