Profiling professional identity among translation students: A binational study
The construct of professional identity (PI) is gaining prominence in the exploration of graduate employability, which has traditionally been approached from a skills-based perspective. Despite this shift in focus, the investigation of PI formation in translator training programs remains limited. Thi...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Western Sydney University
2025-02-01
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| Series: | Translation and Interpreting : the International Journal of Translation and Interpreting Research |
| Subjects: | |
| Online Access: | https://www.trans-int.org/index.php/transint/article/view/2137 |
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| Summary: | The construct of professional identity (PI) is gaining prominence in the exploration of graduate employability, which has traditionally been approached from a skills-based perspective. Despite this shift in focus, the investigation of PI formation in translator training programs remains limited. This paper examines the self-reported PI profiles of translation trainees nearing the completion of their university studies. An online survey was administered to students from two different educational settings, utilizing the Professional Identity Five-Factor Scale (PIFFS). Descriptive statistical analyses were conducted on the collected data. Results indicate that PI among the two investigated student groups is moderately developed, highlighting the limited success of curricula in fostering PI when it is not explicitly integrated as a key objective. Profiling of the identified PI reveals that the dimension of experience with the profession is particularly lacking. The study concludes that when designing translation curricula, educators need to consider PI as an essential objective rather than an incidental by-product. The research underscores the necessity for activities beyond standard classroom practices to further enhance PI. These activities should increase industry engagement within the curriculum through work-integrated learning, such as apprenticeships, internships, field placements, and practicum experiences. |
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| ISSN: | 1836-9324 |