Chen Bacui, Huang Jing
School of Foreign Studies, Lingnan Normal University, Guangdong, China.
Department of English Language Education, The Education University of Hong Kong, China.
Heliyon. 2024 Aug 8;10(16):e36013. doi: 10.1016/j.heliyon.2024.e36013. eCollection 2024 Aug 30.
This study presents a Translation and Interpreting Teacher Role Identity (TITRI) trajectory, a sustainable career development model for T&I teachers. It employs a qualitative case study method to investigate the professional lives of three T&I teachers in China, mapping their role identity development across three stages using the Dynamic Systems Model of Role Identity (DSMRI). The findings highlight that the three case participants have experienced some major events, symbolizing a career path beginning as a T&I practitioner and culminating into a multifaceted role. The analysis emphasizes how major events define the TITRI trajectory, shaping T&I teachers' professional paths and highlighting the dynamic interplay between their personal experiences and professional development. The TITRI trajectory enhances our understanding of the professional role identity of T&I teachers. It adds to the existing literature on T&I teacher professional development by providing deeper insights into the mechanisms that help T&I teachers in cultivating their roles as trainers/educators, researchers and practitioners within the higher educational context.
本研究呈现了一个翻译与口译教师角色认同（TITRI）轨迹，这是一种针对翻译与口译教师的可持续职业发展模式。它采用定性案例研究方法，对中国三位翻译与口译教师的职业生活进行调查，运用角色认同动态系统模型（DSMRI）描绘他们在三个阶段的角色认同发展。研究结果表明，三位案例参与者经历了一些重大事件，这些事件标志着一条从翻译与口译从业者起步，最终发展为多面角色的职业道路。分析强调了重大事件如何界定TITRI轨迹，塑造翻译与口译教师的职业道路，并突出了他们个人经历与职业发展之间的动态相互作用。TITRI轨迹增进了我们对翻译与口译教师职业角色认同的理解。它通过更深入地洞察有助于翻译与口译教师在高等教育背景下培养其培训师/教育者、研究者和从业者角色的机制，为现有的翻译与口译教师专业发展文献增添了内容。
