The self-directed learner: intentionality in translator training and education.
This study seeks to bring educational theory on self-directedness to bear on translator training, and to document ways intentional learning for autonomy are being fostered, or could be. Our project connects to ongoing scholarly efforts toward establishing learner autonomy and empowerment as a priori...
| Published in: | Perspectives: Studies in Translatology Vol. 22; no. 3; pp. 373 - 388 |
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| Format: | Article |
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Taylor & Francis Ltd
2014
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=96223327&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 96223327 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0907676X S2F jtl: Perspectives: Studies in Translatology issn: 0907676X maglogo: N pubinfo: dt: 2014 vid: 22 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 96223327 10.1080/0907676X.2013.827225 ppf: 373 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 151KB tig: atl: The self-directed learner: intentionality in translator training and education. aug: au: Washbourne, Kelly affil: Modern and Classical Language Studies, Kent State University, Kent, OH44242, USA su: Learning Translators Education Training of adult educators Education & training services industry sug: subj: Learning Translators Education Training of adult educators Education & training services industry keyword: ‘translator andragogy’ 'translator andragogy' autonomous learners learning to learn lifelong learning self-directed learning (SDL) self-regulated learning ab: This study seeks to bring educational theory on self-directedness to bear on translator training, and to document ways intentional learning for autonomy are being fostered, or could be. Our project connects to ongoing scholarly efforts toward establishing learner autonomy and empowerment as a priority goal in translator training and education. However, here we also wish to take stock of, and reflect more on, what autonomy means in principle, its connection to student development (intra- and inter-) personally and pre-professionally, self-directed learning's (SDL) relationship to current learning methods, supports and role definitions we can use in our instruction, and the learning behaviors, motivations and outcomes we can expect. In the process, we will examine the extent to which related self-directedness practices now emerging can be integrated into awareness and thus help translation learners advance toward intentionality. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Perspectives: Studies in Translatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Perspectives: Studies in Translatology holder: Taylor & Francis Ltd dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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