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dc.contributor.authorBown, Sarah
dc.date.accessioned2019-08-01T11:37:03Z
dc.date.available2019-08-01T11:37:03Z
dc.date.issued2013-05-01
dc.identifier.citationBown, S. (2013) Autopoiesis: scaffolding the reflective practitioner toward employability, International Journal of Interpreter Education, 5(1), pp. 51-63.en
dc.identifier.issn2150-5772en
dc.identifier.urihttp://hdl.handle.net/2436/622620
dc.description.abstractSign language interpreters confront a diversity of complex situations in their everyday work. To be able to consider and appropriately respond to such situations, interpreters need robust cognitive reflective frameworks to support them. Since 1993, the University of Wolverhampton’s BA (honors) Interpreting British Sign Language/English course has delivered undergraduate training to aspiring sign language interpreters. The end product has been high levels of “appropriate” graduate employability success, in part due to the strong correlation between what employers regard as essential and desirable in an employee, and the attributes demonstrated by the reflective practitioners created by the program. In this article, the author looks at a range of perspectives in relation to reflective learning, discusses its application in interpreter training, and argues that reflection is one of the essential skills required for effective practice. In order to achieve this skill, however, interpreter educators must establish robust scaffolding frameworks during training. The author provides examples of methods used to build these cognitive frameworks during placement learning modules. It is in part the building of interpreting students’ cognitive reflective framework during training that will provide them with the necessary key tools for professional practice and lifelong learning.en
dc.formatapplication/PDFen
dc.language.isoenen
dc.publisherConference of Interpreter Trainersen
dc.relation.urlhttps://www.cit-asl.org/new/autopoiesis-scaffolding-the-reflective-practitioner-toward-employability/en
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectscaffoldingen
dc.subjectreflective learningen
dc.subjectreflective practiceen
dc.subjectwork placementen
dc.subjectemployabilityen
dc.subjectsupervisionen
dc.subjectinterpreter trainingen
dc.subjectmodellingen
dc.subjectsocial directed learningen
dc.subjectindividual directed learningen
dc.titleAutopoiesis: scaffolding the reflective practitioner toward employabilityen
dc.typeJournal articleen
dc.identifier.journalInternational Journal of Interpreter Educationen
dc.date.accepted2013-05
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW010819SBen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2019-08-01en
dc.source.volume5
dc.source.issue1
dc.source.beginpage51
dc.source.endpage63
refterms.dateFCD2019-08-01T11:36:40Z
refterms.versionFCDVoR
refterms.dateFOA2019-08-01T11:37:04Z


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