ABSTRACT
Although the first two are essential for overall translator trainer competence, they are a little like the language competence one expects of a professional translator, in that they constitute prerequisites rather than the central competence we are interested in. In this book we are specifically interested in the last of the three, which we could subdivide into at least the following “subcompetences” or areas of competence:
· Organizational: o the ability to design courses and appropriate teaching and learning
activities o the ability to apply and manage these o the ability to design, apply and manage appropriate assessment
activities · Interpersonal:
o the ability to work collaboratively with trainees towards their learning goals
o the ability to work in a training team o the ability to act as a mentor for trainees
· Instructional: o the ability to present content and explain clearly o the ability to stimulate discussion and reflective thinking o the ability to arouse interest and enthusiasm
· Contextual or professional: o understanding of the educational context in which training takes
place (local, national, international) o understanding of the teaching profession
· Instrumental: o knowledge of training resources of all kinds and ability to apply
them appropriately and usefully to the training process
Most, if not all, of these aspects have been covered to some extent in the previous chapters.
