scholarly journals Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis

2009 ◽  
Vol 21 (1) ◽  
pp. 99-125 ◽  
Author(s):  
Dorothy Kelly
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Human Factor ◽  
Translation Studies ◽  
Training Needs ◽  
Professional Standards ◽  
Needs Analysis ◽  
Higher Education Teaching ◽  
And Training ◽  
Professional Translator

Abstract There is now a relative wealth of Translation Studies literature on translator training, but it often centres on impersonal aspects such as processes, content or activities, and ignores the human factor. There are two sets of participants in the teaching and learning process, both of whom are essential for its success: students or trainees, and teachers or trainers. Other than to bemoan their supposed deficiencies, or to design elaborate entrance filters, little has been said about students. But even less has been said about trainers. In this paper, attention focuses on them. The little that TS literature says about trainer profiles is mostly centred on the need for them to have professional translator competence. This paper takes a broader approach to the issues surrounding translator trainers and their training, setting them firmly within the broader context of higher education teaching as a profession, and attempts to link recently developed professional standards in higher education teaching to our field. This background allows the author to draw up a competence-based profile of the translator trainer and briefly to review which areas of such a profile have been addressed in TS and which are still in need of further work. The paper ends with an overview of the preliminary results of a study currently underway in Spain, designed to carry out detailed training needs analysis for translator trainers.

Libraries and OER

2016 ◽  
Vol 117 (11/12) ◽  
pp. 768-771 ◽  
Author(s):  
Bruce Massis
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Electronic Resources ◽  
Content Type ◽  
Unique Position ◽  
Higher Education Teaching ◽  
And Training

Purpose The purpose of this paper is to reflect on the use of Open Electronic Resources (OER) as a supplement or replacement for textbooks or entire courses in higher education teaching and learning. Design/methodology/approach This paper is a literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings Librarians are in a unique position to offer support for faculty seeking to incorporate OER into their courses. In an overall effort to serve as an important option to the mounting costs of education, librarians can offer up their knowledge, skill and training in the development and evaluation of OER. Originality/value The value in exploring this topic is to examine the library’s use of OER and their benefits and challenges in a higher education classroom environment.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals Desafíos para responder a las necesidades de formación docente en Educación Media Superior / Challenges to Respond to the Needs of Educational Training in Higher Education

2019 ◽  
Vol 7 (2) ◽  
pp. 59-70
Author(s):  
Dr. José de la luz Sánchez Tepatzi ◽  
Dra. María Valentina Téllez Montes ◽  
Mtro. Alejandro Sánchez Guzmán
Keyword(s):  
Higher Education ◽  
Educational Level ◽  
Large Scale ◽  
Training Needs ◽  
Educational Training ◽  
Context Data ◽  
Higher Secondary Education ◽  
The Impact ◽  
And Training ◽  
Formación Docente

ABSTRACTThis paper analyzes the proposal of the Integral Reform of Higher Secondary Education (RIEMS) to meet the training needs of teachers of that educational level and the challenges for its implementation. To put this proposal in context, data from a study carried out in the state of Tlaxcala in 2014 are retaken. One of the fields that he was investigating were professional profiles and training needs. The results of the study indicate that their needs are mainly related to fields related to didactics, and the areas of greatest deficiency revealed by large-scale evaluations. Different studies emphasize problems in training: the scarce approach with teachers to identify their needs, the absence of a pedagogical system that responds to the conditions of teachers, and few studies of the impact of training on improving teaching and learning.RESUMENEste trabajo analiza la propuesta de la Reforma Integral de la Educación Media Superior (RIEMS) para atender las necesidades de formación de los profesores de ese nivel educativo y los retos para su implementación. Para poner en contexto dicha propuesta se retoman datos de un estudio realizado en el estado de Tlaxcala en el año 2014. Uno de los campos que indagaba eran los perfiles profesionales y las necesidades de formación. Los resultados del estudio señalan que sus necesidades versan principalmente en torno a campos relacionados con la didáctica, y las áreas de mayor deficiencia que revelan las evaluaciones de gran escala. Distintos estudios enfatizan como problemas en la formación: el escaso acercamiento con los docentes para identificar sus necesidades, ausencia de un sistema pedagógico que responda a las condiciones de los profesores, y pocos estudios del impacto de la formación en la mejora de la enseñanza y el aprendizaje.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

Conclusion

2019 ◽  
pp. 184-193
Author(s):  
Charlotte Baker ◽  
Rebecca J. Blankenship
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Learning Culture ◽  
Digital Transformation ◽  
Short Term ◽  
Higher Education Teaching

In this summary, authors Charlotte Baker and Rebecca Blankenship provide an overview of the cases and their impact on the overall DLI initiative. They also explore similar initiatives at other colleges and universities and how these technical transformations are changing the higher education teaching and learning culture. The authors examine the DLI in terms of other short-term, mid-term, and long-term goals as noted in the 2019 Horizon Report and how the DLI initiative can be used as a vehicle to actuate an ongoing culture of innovation and digital transformation in colleges and universities across the country.

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