Exploring Self-efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project
Identificadores
URI: https://hdl.handle.net/10481/87045Metadatos
Mostrar el registro completo del ítemMateria
Collaborative learning Authentic research project Emergentist pedagogical approach
Fecha
2019Referencia bibliográfica
Haro Soler, M. del M., & Kiraly, D. (2019). Exploring Self-efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project. He Interpreter and Translator Trainer, 13(3), 255-270. https://doi.org/10.1080/1750399X.2019.1656405
Resumen
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’.