The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades (e.g. Steward, Orbán, and Kornelius 2010). These changes might explain why there is often a gap between translator training and professional translation practice (Kelly 2015; Kenny and Ryou 2007).In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice.Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the
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