从译者到教师——翻译教师职业身份转化案例研究

From Translator to Teacher: A Shifting Case Study

本文采用质性的案例研究方法,以四位翻译教师为研究对象,探讨翻译教师在职业发展过程中的身份认同状况。研究发现,翻译教师的身份认同呈现有规律的变化:在任职之初,他们的翻译教师身份等同于译者身份,而教学实践促使他们在译者身份的基础上逐渐发展出教育专家和课程专家这两个子身份;但是两个子身份的发展幅度受到教学目标的影响,发展是否充分则取决于涉及教育心理学的教学使命感。本文将翻译教师研究从关注教师能力拓展到关注教师身份认同,为翻译教师发展研究提供了有针对性的视角和研究方法,也为翻译教师教育指出了有效途径。

The shifting professional identities of four translation teachers were presented in this case study.Though tending to equate translation teacher identity with that of a translator at the beginning of their teaching,teaching practice later enabled them to develop both pedagogical and didactical expert identities based on this early foundation. The study found that their professional identity development was strongly influenced by their teaching purposes and ultimately decided by the teachers' differing senses of mission. The paper thus expands the field's research focus from teacher competence to teacher identity and introduces new theoretical perspectives and research methods into translation teacher professional development research,which could have important implications for translation teacher training and education.