Abstract
This project sought to develop a pedagogy of “peer instruction” (PI) in the context of the translation programme in order to address important issues such as conceptual understanding, problem-solving skills and student ownership of learning, which research has shown are among the biggest challenges arising from the teaching and learning of translation (e.g., Chesterman, 2000; Baer & Koby, 2003, Dimitrova, 2005; Katan, 2011). Peer instruction as pioneered by Mazur (1997, 2009) in the context of teaching physics combines ConcepTests (which require the active use of conceptual understanding) with collaborative, problem-based and project-based learning to enhance student engagement as well as their problem-solving skills. Peer instruction had been extended to other subjects but not translation. By applying the principles and techniques of peer instruction, this project aimed to develop a pedagogy that not only addresses the issues arising from the teaching and learning of translation but also possesses the potential for wider application to other programmes of study.
Original language | English |
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Title of host publication | Studies on Teaching and Learning |
Editors | Atara Sivan, Tushar Chaudhuri, Siu Yin Cheung, Eva Y. W. Wong , Theresa Kwong, Lisa Law |
Place of Publication | Hong Kong |
Publisher | Pearson Education Asia |
Chapter | 3 |
Pages | 31-40 |
Number of pages | 10 |
Volume | 4 |
ISBN (Print) | 9789882432581 |
Publication status | Published - Dec 2018 |
User-Defined Keywords
- ConcepTests
- Flipped Classroom
- Peer Instruction
- Translation Pedagogy