Citations (54)
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Helena Bani-Shoraka. (2023) Designing and developing interprofessional education – an example involving social work and interpreting students in Sweden. Nordic Social Work Research 13:4, pages 600-611.
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Muneera Muftah. (2023) Incorporating social responsibility into translator training through situated learning in translation projects: making room for a sustainable learning environment. Interactive Learning Environments 0:0, pages 1-18.
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Nataša Hirci. (2023) Translation Work Placement in Slovenia: a key to successful transition to professional workplace settings?. Perspectives 31:5, pages 900-918.
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Roser Sánchez-Castany. (2023) Integrating technologies in translation teaching: a study on trainers’ perceptions. The Interpreter and Translator Trainer 17:3, pages 479-502.
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Jiqing Dong. (2023) “Can you work for us as an interpreter?” an ethnography of navigating tensions and emotions within an interpreting agency. The Translator 29:2, pages 175-192.
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Josélia Neves. (2022) Project-based learning for the development of social transformative competence in socially engaged translators. The Interpreter and Translator Trainer 16:4, pages 465-483.
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Rui Li. (2022) Convergence and gaps: a cross-case analysis of authentic translation projects implemented in translator education. The Interpreter and Translator Trainer 16:4, pages 484-502.
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Oleksandra Valtchuk & Barbara Class. (2021) ‘It really suits the objectives of the master’s’: how a student Facebook group chat contributes to situated learning in an interpreter training programme. The Interpreter and Translator Trainer 15:3, pages 378-394.
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Alejandro Bolaños-García-Escribano, Jorge Díaz-Cintas & Serenella Massidda. (2021) Latest advancements in audiovisual translation education. The Interpreter and Translator Trainer 15:1, pages 1-12.
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Mehmet Şahin & Neslihan Kansu-Yetkiner. (2020) From translation market to translation curriculum: psychosocial and physical ergonomics in Turkey. The Interpreter and Translator Trainer 14:4, pages 440-460.
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Sabine Braun, Elena Davitti & Catherine Slater. (2020) ‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education. The Interpreter and Translator Trainer 14:3, pages 259-278.
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Céline Van De Walle, Defrancq Bart, Deveugele Myriam & Van Praet Ellen. (2020) Communicative hurdles in multilingual interpreter-mediated consultations: what trainee data teach us. The Interpreter and Translator Trainer 14:3, pages 322-343.
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Elsa Huertas Barros & Juliet Vine. (2019) Training the trainers in embedding assessment literacy into module design: a case study of a collaborative transcreation project. The Interpreter and Translator Trainer 13:3, pages 271-291.
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Agnieszka Chmiel, Iwona Mazur & Gert Vercauteren. (2019) Emerging competences for the emerging profession: a course design procedure for training audio describers. The Interpreter and Translator Trainer 13:3, pages 326-341.
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Marc Orlando. (2019) Training and educating interpreter and translator trainers as practitioners-researchers-teachers. The Interpreter and Translator Trainer 13:3, pages 216-232.
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Di Wu, Lawrence Jun Zhang & Lan Wei. (2019) Developing translator competence: understanding trainers’ beliefs and training practices. The Interpreter and Translator Trainer 13:3, pages 233-254.
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Joanna Gough. (2019) Developing translation-oriented research competence: what can we learn from professional translators?. The Interpreter and Translator Trainer 13:3, pages 342-359.
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Christian Olalla-Soler. (2019) Bridging the gap between translation and interpreting students and freelance professionals. The mentoring programme of the Professional Association of Translators and Interpreters of Catalonia. The Interpreter and Translator Trainer 13:1, pages 64-85.
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Boya Li. Crowdsourced translation as immaterial labour: a netnographic study of Communities of Practice in the TED translation project. The Translator 0:0, pages 1-15.
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Senuri Siriwardhana & Robert C. Moehler. (2023) Enabling productivity goals through construction 4.0 skills: Theories, debates, definitions. Journal of Cleaner Production 425, pages 139011.
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Qiliang Xu & Qianhua Ouyang. (2023) Unleashing the power of meta-knowledge: Towards cumulative learning in interpreter training. Interpreting and Society 3:2, pages 169-194.
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Dora Sales. (2023) Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context. Journal of Librarianship and Information Science, pages 096100062311641.
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Sha Tian, Lingxiao Jia & Zhining Zhang. (2023) Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self. Frontiers in Psychology 14.
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Ineke H.M. Crezee, Oktay Eser & Fatih Karakaş. 2022. Introduction to Healthcare for Turkish-speaking Interpreters and Translators. Introduction to Healthcare for Turkish-speaking Interpreters and Translators.
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Juyeon Lee. (2020) Professional identity development among student interpreters. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation FORUM 18:2, pages 179-196.
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Olga Mastela. (2020) Retelling Legends and Folk Tales: A Transcreative Approach in the Collaborative Translation Classroom. Research in Language 18:2, pages 151-171.
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