Retrospektion – Ett didaktiskt verktyg i tolkutbildning
DOI:
https://doi.org/10.5324/ntot.v2i1.6670Keywords:
interpreter education, retrospection, experiential learning, skill development-focused practice, threshold conceptsAbstract
This article discusses how retrospection can be employed as a didactic tool in interpreter education. Traditionally, practical skills have been the primary focus in interpreter education and retrospection is therefore presented as a teaching method that engages students in learning of theoretical aspects. The article describes retrospection as a skill development-focused practice in which an adapted model of Kolb’s experiential learning is proposed. This model is expanded from four to six steps to facilitate the learning process of interpreting students when acquiring theoretical knowledge. Skill development-focused practice is considered a key component since it integrates both theory and practice in the classroom. Moreover, it offers the flexibility to practice specific threshold concepts when necessary and thereby facilitates deeper conceptual understanding in interpreter training.
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