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No empowered learner without empowered teacher

Explore the impact of teachers' involvement in research on translation education, emphasizing the need for empowered facilitators. Discuss pricing, classroom communication, and teacher-student dynamics.

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No empowered learner without empowered teacher

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  1. No empoweredlearnerwithoutempoweredteacher Reconsidering the role of the facilitator in the translationclassroom Katarzyna Klimkowska, Konrad klimkowski 1st CTER Congresskraków 14-16.03.2016

  2. IS TEACHER MARGINALIZATION a FACT? “Most university systems expect fulltimelecturers to be quite heavily involved in research, and promotionand incentive schemes are usually based on reward for dedication to,and achievements in, research, whereas teaching and achievements inteaching tend inevitably to play second fiddle.” (Kelly 2008: 100) “[…] most TS literature about training iswritten in generalterms about processes and activities, but much less about the peopleinvolved, whether they be students or teachers.” (Kelly 2008: 101)

  3. Isteachermarginalization a FACT? • Self-directed learning (Knowles1970) • Learnerautonomy (Grow 1991) • Heutagogy (Hase and Kenyon 2000, 2007) • Teacher-centred > Student-centred (Rogers 1951)

  4. (A little bit of) reinventingteaching • Teaching and teachers as learning facilitatorsare part of the learning process (Kiraly 2000, 2015, 2016) • Relational (Gergen 2009), task-based (González Davies 2004) • Making the best of classroomcommunication (Klimkowski 2015)

  5. Translation service provisioncompetence • EMT (2009) • Klimkowska and Klimkowski (2015): 436 students of Polishfull-time MA courses in translation and interpreting

  6. Meeting the demands

  7. pricing

  8. Classroomcommunicationa narrative of apprenticeship

  9. Classroomcommunicationencouragingself-regulation (moser-Mercer 2008)

  10. Classroomcommunicationpricing • Whatfactorsmakeup a price (rate)? • Whatpricingstandardsarerecognized in the domains/locationswhereyouwork? • Canyoudetermineyourpricebracket? • To givediscountsor not? Thisis a question! • How to be ready for the unexpected?

  11. References 1 Gergen, Kenneth J. (2009) RelationalBeing. Beyond Self and Community. Oxford, New York: Oxford University Press. González Davies, Maria (2004) MultipleVoicesinthe_TranslationClassroom: Activities, Tasks and Projects. Amsterdam, Philadelphia: John Benjamins. Grow, Gerald O. (1991) “TeachingLearners to Be Self-Directed.” [In:] AdultEducationQuarterly41 (3); 125–149. Hase, Stewart, Chris Kenyon (2000) “FromAndragogy to Heutagogy.” Availableat: http://ultibase.rmit.edu.au/Articles/ dec00/hase2.htm (28.04.2016) Hase, Stewart, Chris Kenyon (2007) “Heutagogy: A Child of ComplexityTheory.” [In:] Complicity: An International Journal of Complexity and Education 4 (1); 111–118. Kelly, Dorothy A. (2008) “TrainingtheTrainers: Towards a Description of Translator TrainerCompetence and TrainingNeedsAnalysis.” [In:] TTR 21 (1); 99–125. Kiraly, Donald C. (2000) A SocialConstructivistApproach to Translator Education. EmpowermentfromTheory to Practice. Manchester: St. Jerome Publishing.

  12. Refernces 2 Kiraly, Donald C. (2015): “Occasioning Translator Competence: MovingbeyondSocialConstructivismtowards a PostmodernAlternative to Instructionism.” Translation and InterpretingStudies 10.1 (SpecialIssue), 8–32. Kiraly, Donald C. (2016): “Authentic Project Work and PedagogicalEpistemologies: A Question of CompetingorComplementaryWorldviews?” In: Donald C. Kiralyet al.TowardsAuthenticExperiential Learning in Translator Education. Mainz: MainzUniversity Press, 53-66.  Klimkowska, Katarzyna and Klimkowski, Konrad (2015): Kształtowanie kompetencji świadczenia usług tłumaczeniowych z perspektywy przyszłych tłumaczy. Lublin: Wydawnictwo UMCS. Klimkowski, Konrad (2015): Towards a Shared Curriculum in Translator and Interpreter Education. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu. Knowles, Malcolm (1970) The Modern Practice of AdultEducation: AndragogyversusPedagogy. New York: Association Press. Rogers, Carl R. (1951) Client-CenteredTherapy. ItsCurrentPractice, Implications and Theory. London: Constable.

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