Interpreter trainers have been searching for innovative pedagogical approaches to complement traditional dialectic or master-apprentice approaches. In recent years, attempts have been made by interpreter trainers to encourage student interpreters to keep reflective journals with an aim that reflective journals can help student interpreters become more aware of their own problems and progress. However, there have been debates about the necessity for trainers to provide scaffolding tools or guidelines as students write reflective journals. This paper presents a case study in which the teacher provided scaffolding tools to guide students throughout the reflective process. Students' reflective journals were collected and thematic analysis was used to analyze the data. The outcomes of the case study suggest that the scaffolding tools can help student interpreters engage in reflective practice to a certain extent, but students’ reflection tend to be descriptive rather than analytical.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。