Abstract
Just like any other skill, translation competence can be trained, and the process of translating training involves specific theoretical and practical instruction. The starting point of this paper is represented by the assumption that the efficiency of translator training is determined not only by circumstances of social, economic, pedagogical, and organizational nature, but also by a variety of psychological factors. By being aware of such factors, the professional translator trainer will know how to create a psychological climate which is very likely to turn the educational process into a positive experience for the future translators. Qualitati ve research methods are used in order to identify the manner in which trainee translators define their needs, expe ctations and even fears in relation to their own professional development. Starting from the research data, as well as from their experience as translator trainers, the authors make a series of methodological suggestions whose relevance goes beyond the context of translation teaching, being valid for the process of education in general.
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