Identity Formation and Transformation of Chinese University Translator Trainers

Autor/inn/en	Chen, Shan; Liu, Yanhong
Titel	Identity Formation and Transformation of Chinese University Translator Trainers
Quelle	In: Interpreter and Translator Trainer, 17 (2023) 3, S.353-374 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Shan) ORCID (Liu, Yanhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2023.2237325
Schlagwörter	Translation; Professional Identity; Information Technology; Teacher Competencies; Teacher Effectiveness; Language Processing; Second Languages; Case Studies; College Faculty; Professional Education; Universities; Course Descriptions; Curriculum Development; Foreign Countries; Teaching Methods; Educational History; Barriers; Teacher Characteristics; Sociocultural Patterns; Education Work Relationship; China + Suchen Sie Ihr Suchwort? Informationstechnologie; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachverarbeitung; Second language; Zweitsprache; Case study; Fallstudie; Case Study; Fakultät; Berufsausbildung; University; Universität; Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Soziokulturelle Theorie
Abstract	While there has been increased scholarly interest in the translator trainer's competence, the translator trainer's professional identity, that is, how they conceptualise their work and roles in daily teaching practice, remains an unexplored area. This multiple-case study aims to fill this gap by examining four university translator trainers' constructions of professional identities in the Chinese context. A purposeful sample of four translator trainers was recruited from three Chinese universities. Two rounds of in-depth semi-structured interviews were conducted along with the collection of lecture slides, syllabi and observed teaching sessions. Subsequently, an inductive thematic analysis was applied to data, and three dimensions embedded in teachers' accounts -- temporality, sociality and place -- were scrutinised. The analysis of the data revealed five key identity themes among the translator trainers: the curriculum maker, the praxis initiator, the learning facilitator, the advocate for translation technologies, and the broker between the translation market and training programmes. The study also identified changes in pedagogical roles and relationships with translation technologies within their identity discourse. This study is concluded with implications for translator trainers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01