ABSTRACT
Educating translation students has been a constant feature of the applied branch of translation studies since the beginnings of the discipline. However, those who actually do the teaching have received less attention. Published information on translation teacher training is scattered and hard to come by. Although translation teacher training clearly does take place at the institutional level, the extent to which translation teachers receive dedicated training remains obscure and inter-institutional initiatives are rare. This chapter discusses the main perspectives on translation teacher training and uses existing information and research to indicate principal directions in the field. After drawing together selected approaches and research findings, and presenting results from a previously unpublished survey, it considers some of the key pedagogic approaches and models applied in teacher training. The models and research that do exist underline the centrality of institutional and local contexts in addressing teacher competences and teacher-training needs. This suggests that a viable, systematic approach to translation teacher training can be most effectively achieved at organizational level within a coherent organizational learning framework. The chapter therefore ends by proposing such a framework based on emergentist and organizational learning models and operationalized by appropriate institutional incentives and structures.
