Toward a framework for understanding translation and interpreting teacher role identity

Chen, Bacui; Huang, Jing

doi:10.3389/fpsyg.2022.980196

Cited by 5 publications

(4 citation statements)

References 64 publications

(98 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In reality, policy makers may not value the descriptive position and therefore may not recognize the importance of a qualitative study and alike. However, it should be noted that many qualitative multiple-case studies have proved appropriate, feasible and fruitful in employing only qualitative data (e.g., Huang et al, 2019Chen and Huang, 2022;Ma, 2022).…”

Section: Discussionmentioning

confidence: 99%

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Chen

Zheng²

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Chen

Zheng²

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…According to different research purposes, there are two groups in the field: one is to gain a better understanding of the current status of teachers; the other is to serve teacher training and development (Chen & Huang, 2022). The first is within the domain of typical teachers' research.…”

Section: Status Of Mti Teachersmentioning

confidence: 99%

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

Wang

Bukhari²,

Qi³

2023

WJEL

View full text Add to dashboard Cite

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.

show abstract

“…According to different research purposes, there are two groups in the field: one is to gain a better understanding of the current status of teachers; the other is to serve teacher training and development [30]. The first is within the domain of typical teachers' research.…”

Section: Status Of Mti Teachersmentioning

confidence: 99%

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

Wang¹,

Bukhari²

2022

Preprint

View full text Add to dashboard Cite

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.

show abstract

Toward a framework for understanding translation and interpreting teacher role identity

Cited by 5 publications

References 64 publications

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Exploring the relationship between female language teachers' agency and teaching innovation in the PRC

Current State and Difficulties in Chinese MTI Teachers’ Professional Development

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

Contact Info

Product

Resources

About