Abstract
In this introductory chapter, the author defines translator and interpreter education research, identifies its areas, and traces its early historical developments. In defining translator and interpreter education research, the author discusses the alternative terms (translator/interpreter training, a translation/interpreting pedagogy, and translation/interpreting teaching) and rationalizes the terminological choice used in the book. Based on reviewing the previous typologies to translator and interpreter education research and explaining their shortcomings, the author identifies the following six main areas of this research: translator/interpreter training experimentation, translation/interpreting learning and teaching practices, translation/interpreting assessment, translation/interpreting processes, translation/interpreting products, and professional translator/interpreter experiences and roles. The author then traces the early historical developments in translator and interpreter education research which dates back to the 1950s.
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