Exploring Self-efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project Haro Soler, María del Mar Kiraly, Donald Collaborative learning Authentic research project Emergentist pedagogical approach 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’. 2024-01-22T08:55:26Z 2024-01-22T08:55:26Z 2019 journal article 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 https://hdl.handle.net/10481/87045 https://doi.org/10.1080/1750399X.2019.1656405 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional