Training translator trainers: An introduction

Abstract

This special issue is devoted to training translator trainers, a remarkably neglected field of inquiry given the strong interest shown in translation pedagogy since translation studies first emerged as a discipline. The very term ‘trainer’ belies the complexity of roles and demands that these educators have to fulfil, some of which is captured in the range and depth of the articles contained in this issue. The first three contributions span the synergetic potential of practical, research-oriented and pedagogical skills in translator educators’ competence profiles, mismatches between educators’ beliefs and practices, and how learning, teaching and doing research can be combined to enhance self-efficacy beliefs. They are followed by five case studies which describe and investigate teaching practices designed to develop students’ assessment, digital and information literacy as well as their multimodal audiodescription and audiovisual translation skills. By presenting practices that educators might wish to emulate or adapt to their own institutional realities, the contributions to this issue reflect past approaches to educating the educators; but they also represent a decisive first step towards broadening and deepening the sporadic work previously done on what translator educators (should) do, how they (should) teach and how they (should) develop.

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