Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations
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Título
Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' ExpectationsFecha de publicación
2017Editor
Editorial Universitat Politècnica de ValènciaISBN
978-84-9048-590-3Cita bibliográfica
Ordóñez-López, P., Agost, R. 2017. Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations. Third International Conference on Higher Education Advances (HEAd’17). Universitat Politècnica de València, València, 2017Tipo de documento
info:eu-repo/semantics/conferenceObjectVersión de la editorial
http://ocs.editorial.upv.es/index.php/HEAD/HEAD17Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Due to the practice-oriented nature of Translation and Interpreting study
programmes, students are generally assumed to have a reluctant attitude
towards the study of theory. However, previous empirical research ... [+]
Due to the practice-oriented nature of Translation and Interpreting study
programmes, students are generally assumed to have a reluctant attitude
towards the study of theory. However, previous empirical research allows us
to dispel this myth: students are aware of the contribution of translation
theory to their education as future translators. Taking into account students'
needs and expectations, in this paper emphasis is placed on curricular
design. A critical examination of the syllabi of Translation Theory subjects,
focusing on learning outcomes and teaching methodology, reveals some
(mis)matches between teaching planning and the students' expectations. The
results obtained show a relatively high degree of coincidence between these
two aspects on the one hand, while also highlighting some inaccuracies in
the teaching planning of these subjects on the other. These two aspects
should be considered a starting point for a revision of the curricular design
in order to present an accurate description of the subject by means of an
adequate explanation of the intended learning outcomes and teaching
methodology, and in order to provide students with significant and useful
insights into the theoretical dimension of translation. [-]
Descripción
Ponència presentada a 3rd International Conference on Higher Education Advances, HEAd’17, Universitat Politècnica de València, València, 2017
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info:eu-repo/semantics/openAccess
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