Résumés
Abstract
A rapid expansion of translation programmes at all levels the world over in recent years has heightened the demand for quality translation teachers. However, little research has been carried out to date on translation teacher training – M.Phil./Ph.D. programmes of translation studies in tertiary institutions despite a plethora of studies on general translation teaching. The present study, intended as an initial attempt to address the issue, approaches the topic from a teacher education perspective and looks critically at the knowledge structure of translation teachers. On this basis, the present article reports on a qualitative case study conducted in 2004-2007 on the curriculums and particularly the needs and experiences of the research students at the M.Phil./Ph.D. programmes of translation studies in Hong Kong. Although the study was conducted in the context of Hong Kong, the findings and implications may apply to other translation teacher training programmes the world over.
Keywords:
- doctoral programme,
- training,
- translation teachers,
- knowledge structure,
- Hong Kong
Résumé
L’expansion rapide des programmes de traduction à tous niveaux et partout dans le monde, ces dernières années, a entraîné une hausse de la demande pour des professeurs de traduction qualifiés. Cependant, en dépit d’une pléthore d’études sur l’enseignement de la traduction générale, la formation de ces derniers n’a pas, à ce jour, suscité beaucoup de recherches – non plus que les programmes de M.Phil./Ph. D. en traductologie dans les établissements d’enseignement supérieur. La présente recherche, qui se veut une première tentative en la matière, aborde la question sous l’angle de la formation des enseignants et examine de manière critique la structure des connaissances des professeurs de traduction. Il s’agit d’une étude de cas qualitative menée de 2004 à 2007 sur les programmes et particulièrement sur les besoins et les expériences d’étudiants chercheurs inscrits dans des programmes de M.Phil. et de Ph. D. en traductologie à Hong Kong. Bien que l’étude soit menée dans ce contexte spécifique, les résultats et les conclusions peuvent s’appliquer à d’autres programmes de formation de professeurs de traduction ailleurs dans le monde.
Mots-clés :
- programme de doctorat,
- formation,
- professeurs de traduction,
- structures de connaissances,
- Hong Kong
Parties annexes
Bibliography
- Ball, Deborah (1988): Unlearning to teach mathematics. For the Learning of Mathematics. 8(1):40-48.
- Bogdan, Robert and Biklen, Sari Knopp (1992): Qualitative Research for Education: An Introduction to Theory and Method. Boston: Allyn and Bacon.
- Brindley, Geoff and Hood, Sue (1990): Curriculum innovation in adult ESL. In: Geoff Brindley, ed. The Second Language Curriculum in Action. Sydney: Macquarie University, 232-248.
- Brown, Allison (1998): Developing resources for flexible delivery. Teaching & Education News. 8(2):1-3.
- Burns, Anne (1996): Collaborative research and curriculum change in the Australian Migrant English Programme. TESOL Quarterly. 30(3):591-598.
- Carter, Kathy and Doyle, Walter (1987): Teachers’ knowledge structures and comprehension processes. In: James Calderhead, ed. Exploring Teacher Thinking. London: Cassell.
- Chan, Kar Yan (2008): MA Translation Programmes in the United Kingdom: A Curricular Investigation. MA dissertation, unpublished, School of Oriental and African Studies, University of London.
- Connelly, F. Michael and Clandinin, D. Jean (1985): Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In: Elliot W. Eisner, ed. Learning and teaching the ways of knowing (National Society for the Study of Education Yearbook). Chicago: University of Chicago Press.
- Day, Richard (1993): Models and the knowledge base of second language teacher education. University of Hawai’i Working Papers in ESL, 11(2), 1-13.
- Day, Richard and Conklin, Hilary (1992): The knowledge base in ESL/EFL teacher education. Paper presented at the 1992 TESOL Conference, Vancouver, Canada.
- Elbaz, Freema (1983): Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
- Gabr, Moustafa (2001): Trial and Error or Experimentation or Both. Journal of Translation. 5(4):1-13.
- Gabr, Moustafa (2004): Toward Re-Professionalization of Translation Teaching. Paper presented at the 1st Conference of the International Association for Translation and Intercultural Studies: Translation and the Construction of Identity (Seoul, 12-14 August 2004). Sookmyung Women’s University.
- Gibbs, Graham (1996): Preparing university teachers: an international overview of practice and issues. (International Conference on Improving University Teaching, Nottingham, July 1996).
- Gibbs, Graham (1997): Preparing university teachers world-wide: issues and practices. Das Hochschulwesen. 45(1):18-21.
- Gibbs, Graham (1998): The preparation of university teachers in Europe and Australasia. In: James Forrest, ed. University Teaching: International Perspectives. Boston: Brock.
- Gibbs, Graham and Coffey, Martin (2004): The impact of training university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education. 5(1):87-100.
- Goetz, Judith Preissle and LeCompte, Margaret Diane (1984): Ethnography and Qualitative Design in Educational Research. Orlando: Academic Press.
- Johnston, Bill and Irujo, Suzanne (2001): Research and practice in language teacher education: voices from the field; Selected papers from the first international conference on language teacher education. CARLA Working Paper Series. Vol. 19. May 2001: 297 p.
- Kiraly, Don (2000): A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester/Northampton: St. Jerome Publishing.
- Kingscott, Geoffrey (1995): The impact of technology and the implications for teaching. In: Cay Dollerup and Vibeke Appel, eds. Teaching Translation and Interpreting. Vol. 3. Amsterdam: John Benjamins Publishing Company, 295-300.
- Leinhardt, Gaea and Smith, Donald A. (1985): Expertise in mathematics instruction: subject matter knowledge. Journal of Educational Psychology. 77(3):247-271.
- Li, Defeng (2000): Tailoring translation programmes to social needs: a survey of professional translators. Target. 12(1):127-149.
- Li, Defeng (2005a): Training translation/interpreting teachers and researchers: an exploratory study of translation programs in Hong Kong. (Professional education of 21st century translators and interpreters, Monterey, California, Monterey Institute of International Studies, 8-11 September 2005).
- Li, Defeng (2005b): Research methodology in translation studies: TAP as a case of example. Translation seminar. Guangzhou University of Foreign Studies, October 2005.
- Pym, Anthony (200): Innovation in translator and interpreter training. Across Languages and Cultures. 1(2):209-273.
- Rosas, Marta (2004): Review of Don Kiraly’s a social constructivist approach to translator education. Translation Journal. 8(4). Visited on 28 June 2011, http://translationjournal.net/journal//30review.htm.
- Shulman, Lee S. (1986a): Those who understand: A conception of teacher knowledge. American Educator. 10(1):43-44.
- Shulman, Lee S. (1986b): Those who understand: Knowledge growth in teaching. Educational Researcher. 15(2):4-14.
- Shulman, Lee S. (1987): Knowledge and teaching: Foundations of the new reform. Harvard Educational Review. 57(1):1-22.
- Venuti, Lawrence (1995): The Translator’s Invisibility: A History of Translation. London: Routledge.
- Wakabayashi, Judy (2002): Induction into the translation profession: Through internet mailing lists for translators. In: Eva Hung, ed. Teaching Translation and Interpreting. Vol. 4. Amsterdam: John Benjamins, 47-64.