Current pedagogical tendencies and practices in interpreter training: A study on Turkey

The literature in the field of translation and interpreting indicates the intensification of constructivist approaches underpinning the efficiency of collaborative learning, situated learning, and project-based learning, particularly on the part of translator training. Tracing the reflections of the shift to constructivist pedagogy in interpreter training, this thesis aims to scrutinize the general pedagogical tendency of interpreter trainers, main practices applied, along with possible problems and solutions to overcome them, and thus contribute to improve interpreter training in Turkey at the undergraduate level. To serve this purpose, a qualitative research design was used to reach the experiences and views of trainers in-depth, and discuss the obtained data within the theoretical framework of theories of learning, interpreting skills, interpreting competences, competence models, main training, and assessment practices of interpreter training. Within the scope of the first data collection method, interviews were held with 26 interpreter trainers who serve in T&I programs at the undergraduate level in Turkey. Among qualitative data analysis methods, (Reflexive)Thematic Analysis was used for the analysis of the interview data. To this end, thematic coding was conducted via MaxQda software, and 862 codes were created under 3 main themes. In the second step of the data collection, 4 different interpreting courses were observed by the researcher in terms of course content, class participation of students, constructivist activities applied in the class, and trainer feedback. The observational data were interpreted and discussed against the interview data by indicating parallelism and contradiction between the two datasets. It was found that the trainers adopt both behaviorist and constructivist approaches in different aspects of the training based on varying criteria such as the elective/compulsory status of the course, physical means, students' language levels, and contact hours among others. The targeted skill and competence acquisitions highlight the idea that undergraduate interpreter training targets basic interpreting skills rather than training professional interpreters. The most commonly encountered challenges in interpreter training and recommendations of the trainers to overcome them for now and the future are also listed at length.