Translation and interpreting teachers’ perceptions of dilemma and needs in their professional development
Yi Liu, Jianyu Liu, Syed Far Abid Hossain, Hugh Cowley, Steve Zimmerman, Steve Zimmerman, Steve Zimmerman
TL;DR
This study explores the challenges and needs of translation and interpreting teachers in China as they navigate their professional development.
Contribution
The paper introduces a new 'three-in-one' mechanism model to address the professional development challenges of MTI teachers.
Findings
MTI teachers face dilemmas due to conflicts between teaching, research, and practice.
A synchronized 'three-in-one' model is proposed to support sustainable professional development.
The study offers practical implications for translation and interpreting teacher development in China and beyond.
Abstract
Since Chinese universities launched the postgraduate program of the Master of Translation and Interpreting (MTI) in 2007, approximately 300 high education institutions in China have been authorized to offer the MTI program. Behind the drastic springing-up of MTI programs during the decade, MTI teachers’ professional development draws the attention of MTI administrators and researchers. This study adopted a mixed-method of a large-scale survey among 514 MTI teachers across China and a qualitative interview study of seven participants and discussed MTI teachers’ perceptions of dilemmas and inner-world needs in their professional development. The findings indicate that MTI teachers’ dilemmas arise from the contradiction and entanglement in three mutually repulsive sectors of their professional development, i.e., teaching, research, and translation/interpreting practice, which hinder their…
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Taxonomy
TopicsEducation and Critical Thinking Development