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Article published In:
APTIF 9 - Reality vs. Illusion: From Morse code to machine translation
Edited by Frans De Laet, In-kyoung Ahn and Joong-chol Kwak
[Babel 66:4/5] 2020
► pp. 604–618

The construction of a Practice- Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China

| Fudan University
| Fudan University
This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.
Keywords: transition period, accomplishments of interpreting teachers, OI=IP+IT+IR, PTR model construction
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Diachronic studies
    • 2.2Research a decade ago
  • 3.Three dimensions of PTR model
    • 3.1Interpreting
    • 3.2P – basis
    • 3.3T – accumulation
    • 3.4R – sublimation
    • 3.5Overall interpreting
  • 4.PTR evaluation system construction
  • 5.PTR development strategies
  • 6.Conclusion
  • References
Published online: 1 July 2020
DOI logo
https://doi.org/10.1075/babel.00173.kan
References (12)
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Cited by (2)

Cited by two other publications

Liu, Yi, Jianyu Liu & Steve Zimmerman
2024. Translation and interpreting teachers’ perceptions of dilemma and needs in their professional development. PLOS ONE 19:8 ► pp. e0289269 ff. DOI logo
Chen, Bacui & Jing Huang
2022. Toward a framework for understanding translation and interpreting teacher role identity. Frontiers in Psychology 13 DOI logo

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