ABSTRACT
In recent years, it has become a commonplace in educational psychology that knowledge is constructed by learners, rather than being simply transmitted to them by their teachers. The implications of this viewpoint for the educational process are revolutionary, because it shifts the traditional focus of authority, responsibility and control in the educational process away from the teacher and towards the learner. Attaining competence in a professional domain means acquiring the expertise and thus the authority to make professional decisions; assuming responsibility for one's actions; and achieving autonomy to follow a path of lifelong learning. Many different ways of looking at the knowledge-construction process has been proposed, some of them more cognitive, focusing on what goes on in one person's mind, and others more social, seeing knowledge construction as a collaborative, interpersonal activity. The implications of the epistemological premises for the translator education classroom are far-reaching. This book relates with current and prospective translator educators and programme administrators in mind.
