Construction de l’identité professionnelle des enseignants de traduction débutants en Iran : une étude écologique
DOI :
https://doi.org/10.17533/udea.mut.v17n1a02Mots-clés :
construction de l'identité, identité professionnelle, enseignants des traducteurs, théorie des systèmes écologiques, formation des traducteursRésumé
L’identité professionnelle des enseignants, qui concerne les perceptions des enseignants eux-mêmes comme des enseignants, ainsi que leur rôles et pratiques professionnelles, a reçu assez d’attention dans le domaine de l’éducation. À l’inverse, l’identité des enseignants de traduction est un domaine relativement peu étudié dans la traductologie. Reconnaissant cette lacune dans la recherche, cet article explore les facteurs impliqués dans la construction de l’identité professionnelle des enseignants des traducteurs iraniens en début de carrière en utilisant la théorie des systèmes écologiques de Bronfenbrenner. Nous avons recueilli des données sur les expériences de cinq formateurs de traducteurs iraniens au cours de leurs cinq premières années d’enseignement par le biais de récits et d’entretiens semi-structurés. À l’aide de MAXQDA, un logiciel qualitatif, les données ont été soumises à une analyse thématique afin d’identifier des modèles et des thèmes. Les résultats ont révélé que divers facteurs, tels que les attentes des étudiants et des départements, les identités professionnelles multiples, les questions socio-économiques, les politiques éducatives et le contexte socioculturel, (re)façonnent négativement ou positivement l’identité des enseignants de traducteurs, ce qui affecte leur développement professionnel et leur performance. L’article conclut en affirmant que les programmes de formation devraient offrir aux futurs enseignants des expériences pratiques et une réflexion individuelle et collective pour les préparer aux complexités de l’enseignement universitaire et les aider à développer une identité professionnelle positive et efficace.
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