Abstract

ABSTRACTSituated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners.

Highlights

  • University teaching is expected to be both research-based and research-oriented, with lecturers including the students in their continuous knowledge generation process and, preparing them for the changing challenges of the world outside education

  • Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner, situation- and experience-based direction, following constructivist and participatory teaching philosophies

  • Translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice

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Summary

Introduction

University teaching is expected to be both research-based and research-oriented, with lecturers including the students in their continuous knowledge generation process and, preparing them for the changing challenges of the world outside education. Both research and teaching practice alike are focusing their efforts on finding out how students can develop knowledge through collaboration. We have sought to depict knowledge as an epistemological process that is steadfastly embedded in a dynamic social context of action. Since our investigation is essentially a case study in didactic action (cf Parsons and Brown 2002) or real world (cf Robson 2011) research, its findings can only be generalised to a limited extent. The actual learning methods which should be applied in a given situation depend both on the learning styles of the individuals in question and on the type and focus of the actual organisation

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