Earticle

초록

영어

This study attempts to develop a measurement scale of teachers' beliefs in Translation classrooms as we believe they constitute major elements of pedagogy affecting other factors, such as learning, curriculum, and institutional environments in education. We used four major educational philosophies to assess the beliefs: conventionalism, progressivism, reconstructionism, and post-modernism. We surveyed about half of the teachers at a major professional translation and interpreting school located in South Korea and conducted exploratory and confirmatory factor analyses with the reliability and validity duly checked. The exploratory factor analysis identified 47 scale items out of 64 items, which reveal underlying aspects of the teachers' beliefs. A measurement model of teachers' beliefs was developed through the confirmatory factor analysis with 16 scale items that reveal a complex interplay among the four elements of education from the perspective of the teachers. An unexpected conflict among the items was observed, revealing an eclectic nature in the teachers' beliefs that would require delicate coordination for successful educational effects. To understand the whole picture of educational effects, in addition to teachers' beliefs, learners' beliefs and institutional environments need to be further investigated.

목차

Abstract
I. Introduction
II. Literature Review
1. Educational beliefs
2. Educational philosophies
3. Teachers’ beliefs in Translation education
III. Method
1. Procedure and participants
2. Instrumentation
IV. Results and Discussion
1. Exploratory factor analysis
2. Confirmatory factor analysis
3. Implications
V. Conclusion
References

키워드

저자

• Cheol Ja Jeong [ 정철자 | Hankuk University of Foreign Studies ]
• Sion Jeon [ 전시온 | Hankuk University of Foreign Studies ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통역과 번역 [Interpretation and Translation]

• 간기

  연3회

• pISSN

  1229-6074

• 수록기간

  1999~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400