Research On Domestic Translation Teacher Training Models From Practical-Reflective Perspective

The thesis mainly considers two issues: whether the practice-oriented trainingtheory and reflective paradigm for teacher education is an elective approach fortranslation teacher training, and how to combine this practical-reflective perspectivewith the existing translation teacher training models, holding the purpose to integratepractical-reflective perspective into translation teacher training to discuss its suitability,compatibility and effectiveness so as to further improve the existing training methodsin China.After reviewing the literature respectively on teacher training from thepractical-reflective perspective and on translation teacher training, the thesisintroduces the educational phenomenology and constructivist approach as thetheoretical basis of teacher training method from the practical-reflective perspective,and relates these theories closely to translation teacher training. Taking case study andcomparison as the methodology, the thesis compares the translation teacher trainingprograms provided by Translator Association of China and Guangdong ForeignStudies University in terms of training courses and duration. On the basis of thecomparisons and analysis, the thesis advocates applying Rao Jianwei’s blending modelfrom practical-reflective perspective into translation teacher training.Based on knowledge-practice-reflection blending model, the thesis attempts to putforward a new model for translation teacher training with four elements of theory,practice, reflection and assessment, to explore more about the requirements ontranslation teachers’ quality from the aspects of translation theories, translationpractice and teaching experiences, reflective thinking on the past experiences andassessment of the training.