<?page nr="109"?>Learning to Bridge the Divide: Integrating Teacher and Organizational Development in Translator Education

Abstract Translation pedagogy has evolved into a new sub-discipline of translation studies, but the focus been almost exclusively on student competences and their development rather than those actually doing teaching. The multiple challenges presented by technology, digitalization socio-ethical concerns have lending increased impetus to diversifying roles working contexts in which translators pursue vocation, calling for review translators’ re-orientation translator education. Yet, concomitant need model educating future professionals received far less attention. After considering current practice teaching, present paper focuses use case from author’s institution propose an integrated approach teacher competence development, framed influential approaches organizational learning operationalized situated, localized directive set out make efficient effective available resources as key affordances development. These include participatory action research experiential measures designed promote incentivize reflective practice, innovation thus bridge much-cited divide between professional vocational training academic objectives theory research.