@misc{10481/87045,
year = {2019},
url = {https://hdl.handle.net/10481/87045},
abstract = {Description

This paper presents a participatory action research project in which
teacher-researchers, student-researchers and student-subjects collaborated
on a research project in a working-group format to investigate
constructs related to the translator’s psychological ‘self’. The
pedagogical approach adopted for managing the working group,
based on social constructivist principles and a view of knowledge
development as an emergent, collaborative process, was found to
have boosted the students’ self-efficacy beliefs regarding themselves
as researchers, as the results of a focus group analysis revealed.
Moreover, through the symbiotic collaboration between teachers
and students in the working group, a preliminary two-section questionnaire
for measuring students’ self-perceptions as translators was
validated over the course of the project, thus enhancing the value of
this research tool for studying learners’ self-efficacy beliefs. A key
focus of this chapter will be on a shift in emphasis from ‘translator
training’ and ‘training the translator trainer’ towards ‘translator education’
and ‘educating the translator educator’.},
keywords = {Collaborative learning},
keywords = {Authentic research project},
keywords = {Emergentist pedagogical approach},
title = {Exploring Self-efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project},
doi = {https://doi.org/10.1080/1750399X.2019.1656405},
author = {Haro Soler, María del Mar and Kiraly, Donald},
}