La autoeficacia del traductor docente como traductor profesional en el Perú
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Advisors
Ramirez Colombier, Marco ArturoIssue Date
2019-10-25
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Translation Teacher’s Self-efficacy as Professional Translator in PeruAbstract
Desde hace varios años, se ha estudiado la autoeficacia en la psicología y su relación con diferentes aspectos en la vida personal y profesional. Esta percepción de autoeficacia se trasladó a distintos ámbitos profesionales como la educación y la traducción e interpretación. En el 2014, Bolaños-Medina presenta un estudio sobre la autoeficacia y la traducción donde establece una relación entre la percepción de autoeficacia con los resultados positivos en el desempeño del traductor profesional. A partir de este estudio, nos planteamos la pregunta sobre qué tan autoeficaz se considera un traductor docente como traductor profesional. Para ello, reunimos a 10 de traductores profesionales que se desempeñan como docentes de traducción en Lima, Perú y se analizó su percepción de autoeficacia. El estudio se realizó utilizando métodos cualitativos: dos entrevistas semiestructuradas —una sobre cuando no eran docentes y otra después de serlo—. A pesar de que existe un déficit pedagógico y los docentes de traducción no han recibido formación para educar, su experiencia en el ámbito laboral de traducción y en el aula hace posible que identifiquemos tres componentes que tienen un impacto positivo en su percepción de autoeficacia como traductor profesional.Self-efficacy and its influence on personal and professional life have been studied in the psychological branch for many years. However, this perception of self-efficacy has also been studied in the branches of education and translation and interpretation. Hence, in 2014, Bolaños-Medina, in her study Self-efficacy In Translation, stated that there is a relation between self-efficacy and the positive outcomes of the professional translator’s performance. Thus, the purpose of this study is to find out the perception of self-efficacy of translation teachers as professional translators. Therefore, we gathered 10 professional translators who are currently working as translation teachers in Lima-Peru, and analyzed their self-efficacy beliefs. This study was conducted using qualitative methods. A total of two semi-structured interviews were made regarding their performance before and after being teachers. Despite there is a pedagogical deficit and translation teachers have no special training in the art of teaching, their experience in the translation labor market and in the classroom make possible to identify three components having a positive effect on their self-efficacy beliefs as professional translators.
Type
info:eu-repo/semantics/bachelorThesisRights
nfo:eu-repo/semantics/openAccessAttribution-NonCommercial-ShareAlike 4.0 International
Language
spaCollections
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- Creative Commons