Does Practice Make a Translator? The Impact of Translation Practice in Students’ Self-Efficacy Beliefs
DOI:
https://doi.org/10.17533/udea.mut.v15n2a03Keywords:
translator education, self-efficacy beliefs, professional internships, grounded theoryAbstract
In recent years there has been growing interest by researchers concerning the translator’s self-efficacy beliefs. However, further research is needed, especially from a pedagogical perspective (Atkinson & Crezee, 2014). This article aims to analyse the influence that professional internships by translation students from three translator education programmes, two offered in Chilean universities (Universidad de Santiago de Chile and Pontificia Universidad Católica de Valparaíso) and one offered at a Spanish university (Universidad de Granada), can have on their self-efficacy beliefs. The participant students’ perceptions were qualitatively collected in the researchers’ doctoral theses, where interviews, both group interviews (or focus groups) and individual ones, were conducted. The resulting audio material was transcribed and thematically analysed following grounded theory. Results show that professional practice during translator education, especially in the form of internships in the labour market, seems to be essential for the development of the students’ self-efficacy beliefs as translators, irrespective of the translator education programme in which they were enrolled. It is concluded that this study empirically contributes to the understanding of self-efficacy beliefs in translator education.
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