New Insights in the History of Interpreting

Pérez, Marcos Sarmiento

doi:10.1075/btl.122

Cited by 13 publications

(2 citation statements)

References 31 publications

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“…Third, from the perspective of research interests, nearly one-third of them chose translation as their focus, while the original interests of other MTI teachers were linguistics, literature and so forth. As a discipline in need of professional skills, courses in MTI inevitably posed new requirements on the teachers whose original research interests were not in translation (Takeda & Baigorri, 2016). It should be noted that a foreign language teacher was not necessarily qualified for a MTI teacher (Xu & Sun, 2019).…”

Section: Discussionmentioning

confidence: 99%

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

Wang

Bukhari²,

Qi³

2023

WJEL

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Teacher development plays a pivotal role in the program of Master of Translation and Interpretation (MTI) but there was inadequate research on their current state and needs in China. This research aimed to investigate their current state in teaching, academic research and translation practice and present a detailed description of their age, professional title and academic qualifications. A mixed methodology design was adopted to ensure reliability and validity of data by means of triangulation. The sample in this study was 514 teachers from 32 provinces, municipalities and autonomous regions in China. They were surveyed via quantitative questionnaires and online interviews. The findings were as follows.1：Despite reasonable age structure, around 50% of them had less than three years’ teaching practice in MTI. 2: There was an increase in the figure for MTI teachers with doctoral degree but they felt it difficult to offer learners professional guidance. 3: A large percentage of MTI teachers were in a comparatively slow stream of promotion in the title of professional post. 4: The percentage of the academic achievements associated with translation in all the research projects and papers was small. 5: A majority of these university teachers worked as part-time translators. 6: About half of them were not very content with the effectiveness in their staff training program. Therefore, it is recommended that more chances be offered for the MTI teachers to conduct translation practice in the professional sector and more researches be needed to meticulously understand their requirement in terms of career development with a view to bridging the gap between the resources in the teacher training and their actual needs.

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Section: Discussionmentioning

confidence: 99%

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

Wang

Bukhari²,

Qi³

2023

WJEL

View full text Add to dashboard Cite

show abstract

“…This nearly one-third of them chose translation as their focus, while the original interests of other MTI teachers were linguistics, literature and so forth. As a discipline in need of professional skills, courses in MTI inevitably posed new requirements on the teachers whose original research interests were not in translation [63]. It should be noted that a foreign language teacher was not necessarily qualified for a MTI teacher [64].…”

Section: Discussionmentioning

confidence: 99%

Current Situation and Difficulties in Chinese MTI Teachers’ Sustainable Professional Development

Wang¹,

Bukhari²

2022

Preprint

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Sustainable teacher development is the key to the success in the program of Master of Translation and Interpretation (MTI) but there was limited research on their current situation and needs in China. In this study 514 teachers from 32 provinces, municipalities and autonomous regions across China were investigated by means of quantitative questionnaires and online interviews concerning their current situation of career development and this research presented a comprehensive description of their age, academic qualifications and professional title. Also this study expounded the current situation and difficulties in academic research, teaching, translation practice and staff training. The findings were as follows. 1：In spite of reasonable age structure, approximately 50% of them had less than three years’ teaching experience in MTI. 2: There was a rise in the number of MTI teachers with doctoral degree but they found it hard to offer students professional guidance. 3: A large proportion of MTI teachers were in a slow stream of promotion in the title of professional post. 4: The proportion of the academic achievements related to translation in all the research projects and papers was small. 5: A majority of them worked as part-time translators. 6: About half of the teachers were not very satisfied with the effectiveness in their staff training program. Therefore it is suggested that more opportunities be provided for the MTI teachers to conduct translation practice in the professional sector and more researches be needed to thoroughly understand their requirement in terms of career development with a view to bridging the gap between content in the teacher training and their actual needs.

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Conference Interpreting – A Trainer’s Guide

Setton¹,

Dawrant²

2016

Benjamins Translation Library

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New Insights in the History of Interpreting

Cited by 13 publications

References 31 publications

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

Current Situation and Difficulties in Chinese MTI Teachers’ Sustainable Professional Development

Conference Interpreting – A Trainer’s Guide

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