Abstract
This article presents a mixed-methods study to analyze the influence that individualized tutorial sessions with the students can have on their self-efficacy beliefs to translate. More specifically, the type and intensity of this influence (if any), as well as the reasons why tutorial sessions influenced (or not) the students self-efficacy beliefs will be analyzed. The general and final aim of this study is to contribute to satisfying the need to perform empirical studies on the identification of teaching practices and pedagogical approaches than can foster translation students’ self-efficacy beliefs, a need underlined by several authors. To achieve these aims, the following techniques were implemented and triangulated: interviews, classroom observation, the survey and focus groups. The results show that individualized tutorial sessions can foster the students’ self-efficacy beliefs to translate as, during these sessions, teachers can provide students with constructive and positive feedback and solve their doubts, which helps students self-regulate their learning and attain achievements. Moreover, in tutorial sessions teachers can use verbal persuasion effectively to help their students trust their own abilities to translate. Teachers’ attitude in the classroom seems to be crucial to this influence and can also have an impact on the percentage of students that decide to attend tutorial sessions.
Keywords
Translator Education; Self-efficacy Beliefs; Tutorial Sessions; Mixed-methods Approach
Thumbnail
Fonte: A Autora