Translation Teaching Competence: Teachers and Students' Perspectives

This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13...
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Autor*in:	Yalda Rezaee Danesh [verfasserIn] Masood Khoshsaligheh [verfasserIn] Mahboobeh Moghaddas [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	translator education translator training translation teaching competence translation students translation teachers english-persian translation

Übergeordnetes Werk:	In: Teaching English Language - Teaching English Language and Literature Society of Iran (TELLSI), 2021, 15(2021), 1, Seite 161-188
Übergeordnetes Werk:	volume:15 ; year:2021 ; number:1 ; pages:161-188

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.22132/tel.2021.133226

Katalog-ID:	DOAJ031328814

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allfields	10.22132/tel.2021.133226 doi (DE-627)DOAJ031328814 (DE-599)DOAJ9dc256828c62499880b1eb1b64073307 DE-627 ger DE-627 rakwb eng Yalda Rezaee Danesh verfasserin aut Translation Teaching Competence: Teachers and Students' Perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups. translator education translator training translation teaching competence translation students translation teachers english-persian translation Language and Literature P Masood Khoshsaligheh verfasserin aut Mahboobeh Moghaddas verfasserin aut In Teaching English Language Teaching English Language and Literature Society of Iran (TELLSI), 2021 15(2021), 1, Seite 161-188 (DE-627)1760640972 2538547X nnns volume:15 year:2021 number:1 pages:161-188 https://doi.org/10.22132/tel.2021.133226 kostenfrei https://doaj.org/article/9dc256828c62499880b1eb1b64073307 kostenfrei http://www.teljournal.org/article_133226_ac33778683fdbf1c18e6380b81fa5266.pdf kostenfrei https://doaj.org/toc/2538-5488 Journal toc kostenfrei https://doaj.org/toc/2538-547X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 15 2021 1 161-188
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allfieldsSound	10.22132/tel.2021.133226 doi (DE-627)DOAJ031328814 (DE-599)DOAJ9dc256828c62499880b1eb1b64073307 DE-627 ger DE-627 rakwb eng Yalda Rezaee Danesh verfasserin aut Translation Teaching Competence: Teachers and Students' Perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups. translator education translator training translation teaching competence translation students translation teachers english-persian translation Language and Literature P Masood Khoshsaligheh verfasserin aut Mahboobeh Moghaddas verfasserin aut In Teaching English Language Teaching English Language and Literature Society of Iran (TELLSI), 2021 15(2021), 1, Seite 161-188 (DE-627)1760640972 2538547X nnns volume:15 year:2021 number:1 pages:161-188 https://doi.org/10.22132/tel.2021.133226 kostenfrei https://doaj.org/article/9dc256828c62499880b1eb1b64073307 kostenfrei http://www.teljournal.org/article_133226_ac33778683fdbf1c18e6380b81fa5266.pdf kostenfrei https://doaj.org/toc/2538-5488 Journal toc kostenfrei https://doaj.org/toc/2538-547X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 15 2021 1 161-188
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abstract	This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups.
abstractGer	This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups.
abstract_unstemmed	This qualitative study is an attempt to gain insights into the competence and sub-competencies required for a successful English and Persian translation teacher in the context of undergraduate education in Iran. To this end, 95 senior graduate and undergraduate students of English translation and 13 experienced translation teachers in Iranian universities were invited to participate in the study. Using focus-group and in-depth interviews, two sets of qualitative data were collected and analyzed through open, axial, and selective coding procedures of Grounded Theory. According to the students, translation teaching competence includes the components of pedagogical knowledge, content knowledge, and psychological-personality competence, while the teachers believed in pedagogical knowledge, content knowledge, and mental-personality competence as the underlying constructs. Whereas content knowledge and pedagogical knowledge are mainly common in the views of the students and teachers, psychological-personality and mental-personality sub-competences are the factors which are not shared by the two groups.
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mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.22132/tel.2021.133226
up_date	2024-07-03T20:00:18.806Z
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Translation Teaching Competence: Teachers and Students' Perspectives

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