Interrelaci��n traducci��n y traductolog��a: su ense��anza y evaluaci��n

Este trabajo presenta la propuesta did��ctica dise��ada, implementada y sometida a evaluaci��n en la asignatura Traducci��n y Traductolog��a de la carrera de Traductor P��blico de Ingl��s de la Universidad Nacional del Comahue (UNCo). Se trata de un m��todo de ense��anza que busca integrar tareas de investigaci��n y actividades de traducci��n. Se describen las etapas del dise��o curricular y el tipo de evaluaci��n implementada, que comprende la evaluaci��n del alumno, a trav��s de la verificaci��n del grado de cumplimiento de los objetivos planteados, y la evaluaci��n del programa. Finalmente, se hace referencia a los principales aspectos del programa de la asignatura que se deber��n optimizar.

Reflexive learning in pre-service training of primary school teachers: from experience to assimilation of contents

This article presents an educational experiment carried out in the Primary School Teaching Degree at the University of Barcelona. Specifically, the article analyses the application of the “Work Corners” approach in a core subject. In a three-year action research process, trainers put into practice an innovation which enabled them to boost cooperative work and reflexive learning among trainees. Firstly, the theoretical model underpinning the project and guiding many of the actions carried out by the training team is presented. After providing detailed information on the practical development of the experiment, the data-gathering process and its results are shown. Various information-gathering strategies were used in assessing the project, such as a questionnaire, participant observation, and teachers’ diaries. The results demonstrate, amongst other things, that “work corners” offer viable and appropriate educational conditions for the articulation of theoretical and practical knowledge, for building professional knowledge, and therefore, the beginnings of a reflexive teaching practice.