Self-Reflection Tools in Interpreter Training: A Case Study Involving Learners' Diaries
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10427758" target="_blank" >RIV/00216208:11210/21:10427758 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.4324/9781003087977-13" target="_blank" >https://doi.org/10.4324/9781003087977-13</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.4324/9781003087977-13" target="_blank" >10.4324/9781003087977-13</a>
Alternative languages
Result language
angličtina
Original language name
Self-Reflection Tools in Interpreter Training: A Case Study Involving Learners' Diaries
Original language description
The chapter reviews theoretical considerations and research findings regarding the indispensability of regular and systematic self-reflection for successful interpreter training before presenting the methodology and results of a study which explored the learning experience of a population of 20 students in their first semester of consecutive interpreting training as reflected in the diaries they were asked to write throughout the entire semester. Divided into three sections, the diaries document the trainees' journey through four weeks of active listening exercises, four weeks of transition to note-taking, and five weeks of interpreting full-blown speeches with notes. The diaries were analysed to identify the trainees' positive and negative feelings, attitudes to interpreting, and training motivation. Written forms of self-reflection are much less widely used in interpreter training, being relatively time-consuming for both student and teacher. Nevertheless, the findings have suggested that the writing of a reflective diary may have undeniable potential as a tool for developing trainees' self-reflective skills, an important component of their learning and professional competence. However, diaries can be equally empowering for trainers as an increased awareness of their trainees' needs, habits, and emotions may help trainers improve teaching, curriculum design, teacher-student partnership, and their own long-term professional development.
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
60203 - Linguistics
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Changing Paradigms and Approaches in Interpreter Training: Perspectives from Central Europe
ISBN
978-0-367-51891-2
Number of pages of the result
19
Pages from-to
229-247
Number of pages of the book
280
Publisher name
Routledge
Place of publication
New York
UT code for WoS chapter
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