ABSTRACT
This chapter deals with interpreter education defined as a teaching activity which underpins practice-orientation with the acquisition of academic knowledge and an ability to theorise. Firstly, after providing a brief description of models and players in interpreter education, some problematic aspects are critically discussed with the aim of stimulating further research or action to find appropriate solutions. Secondly, the authors focus on two particularly relevant issues in interpreter education: curriculum design and assessment – in particular in-training assessment – highlighting the progress made and the need for improvement in these two areas of interpreter education. Finally, the contribution of technological tools for both in-class and remote interpreter education is discussed in the light of the impact of the recent pandemic on both interpreter education and interpreting practice.
