Examining Teacher Identity Development: Translation Teachers in the University Context

Karen Chung-chien Chang

doi:10.29912/CTR.201909_12(2).0004

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P127 - 171

人文学 > 语言学
社会科学 > 教育学

DOI： 10.29912/CTR

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Examining Teacher Identity Development: Translation Teachers in the University Context

检视教师认同发展：以大学翻译课程教师为例

张中倩(Karen Chung-chien Chang)

编译论丛； 12 卷 2 期 (2019 / 09 / 01) ， P127 - 171

英文 DOI： 10.29912/CTR.201909_12(2).0004

teacher identity development ； translation teacher identity ； community of practice (CoP) ；教师认同发展；翻译教师角色认同；实践社区

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摘要 │ 参考文献 (44) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

Teacher identity has been a topic of interest for educators and researchers in the past two decades. In Taiwan, now that many universities have started offering more translation courses, the demand for recruiting translation teachers has increased. With an emphasis on field experience, quite a few universities have hired translation professionals to teach translation courses. However, Van Lankveld, Schoonenboom, Volman, Croiset, and Beishuizen (2017) have pointed out, ＂some aspects of teacher identity development might be different for university teachers since they have to combine the teaching role with other roles such as that of researcher or practitioner＂ (p. 326). Therefore, these teachers' perceptions regarding their capacity as translation teachers (their identities-in-discourse) and their classroom practices (their identities-in- practice) warrant more attention. The former are often expressed through teachers' reflections on their role in classrooms, whereas the latter are often exemplified in teachers' delivery of instruction and their interaction with students. This study involved 12 part-time and full-time translation teachers. Trying to understand these teachers' identity development in practice (their managed CoPs), the study made use of pre-interviews, taped session observations/analyses, and post-interviews in order to examine these teachers' self-expressed identities and their exhibited identities (through their instructional practices). The findings have indicated that as for their identities-in- discourse, most of the experienced translation teachers take on the identity roles of a trainer of skills, a content teacher and a language teacher, whereas the novice teachers are more concerned with their identities as course material presenters and communicators. However, in their identities-in-practice, the participants demonstrated distinctive characteristics in conducting themselves as a language teacher or a translation teacher in the classroom, with different emphases on tasks/assignments, instructional time allotment, and feedback/revision. The main factors leading to such a difference lie in the teachers' beliefs as translation instructors, their educational backgrounds, and their target students.

并列摘要〈TOP〉

参考文献 ( 44 ) 〈TOP〉

Chang, C. C.(2009).Teaching Chinese-to-English translation in foreign language departments: The nexus between translation teaching and English teaching.English Teaching & Learning,33(4),119-152.
连结：
Chang, K. C. C.(2017).From EAP to ESP: A teacher's identity development.Taiwan Journal of TESOL,14(2),71-100.
连结：
Chen, T. W.,Lin, C. L.,Peng, C. L.,Lin, O.,Ho, C. E.(2017).A survey of translation and interpretation curricula in Taiwan: Faculty and objectives.Compilation and Translation Revien,10(1),83-120.
连结：
Davis, C. M.,Liao, P. S.(2009).Teaching college level interpretation in Taiwan.Compilation and Translation Revien,2(1),151-178.
连结：
Alsup, J.(2006).Teacher identity discourses: Negotiating personal and professional spaces.Mahwah, NJ:Lawrence Erlbaum.

被引用文献 ( 1 ) 〈TOP〉

罗誉翎,锺政伟,钱俐伶,欧纯妤,李沛儒(2021)。身在「服」中不知「服」－应用剧场理论建构旅游服务中心人员服务绩效之研究。休闲产业管理学刊，14(2)，43-68。

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