ABSTRACT
Training and education orientations and goals may be broadly distinguished despite considerable overlap. Translator and interpreter training and education may be characterized as an interdiscipline, given that its research is informed by such fields as education, educational psychology, sociology, critical theory, cognitive science, creativity studies, network studies and expertise studies. Team translation and project- and problem-based tasks that root pedagogical inputs in situated practice, considered a pillar of professional realism for the classroom characterize developments in curriculum design. Translation and interpreting knowledge, skills, aptitudes and attitudes have not yet been explored in full, despite the career shifts and complex networks in which translators work and which require attention to long-neglected soft skills. Translator and interpreter training and education has been slow to engage with educational philosophies such as social reconstructionism–the prioritizing of social betterment as an aim of education–or indeed with many breakthrough ideas in educational theory.
