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Although university studies do not always provide translators with the necessary skills, many of them continue in their professional capacity, which is understood to be the result of self-directed learning processes. Thus, translators seem to be not only agents of their own education, but also products of translation operations. The data obtained by means of a questionnaire covers three areas: specialisation and the market, qualifications and competence as well as affects and attitudes. Also, a general description of translators' specific self-directed learning strategies is provided. The results reveal that institutional training has virtually no importance in the professional education of translators and that the skills missed most in their everyday activity are those they failed to acquire by means of self-directed learning procedures.
List of contents
Contents: Self-directed learning - Construction of knowledge - Social Cognitive Theory - Translator - Affective factors - Environmental factors - Translator competence -Vocational training - Learning at work - Self-efficacy - Self-directedness - Translators' specific learning strategies - Reflective practitioner - Andragogy - Heutagogy - Capability.
About the author
Joanna Albin studied Spanish Philology at the University of Granada (Spain). She joined the Department of Modern Languages at the Pedagogical University of Cracow (Poland) as a teacher and translator trainer. Her research focuses on environmental and affective factors in the translation profession and on self-directed learning of professional translators.
