The intersection of digital and translation competence in students of translation: Problem areas and pedagogical interventions

Borislava Eraković; Biljana Radić-Bojanić

doi:10.4312/ars.17.1.125-138

Avtorji

Borislava Eraković Univerza v Novem Sadu, Filozofska fakulteta, Srbija
Biljana Radić-Bojanić Univerza v Novem Sadu, Filozofska fakulteta, Srbija

DOI:

https://doi.org/10.4312/ars.17.1.125-138

Ključne besede:

digitalna kompetenca, prevajalska kompetenca, samopodoba študenta prevajalca, usposabljanje prevajalcev

Povzetek

Trenutni Evropski okvir digitalnih kompetenc za vseživljenjsko učenje (DigComp 2.2) vključuje pet področij z enaindvajsetimi podkompetencami in večina jih je vključenih v okvire EMT 2009–2022. Kaj od tega bo vključeno v učne načrte, je odvisno od stopnje študija (dodiplomske ali magistrske) in potreb študentov, o katerih menimo, da so digitalni nomadi. V izobražaevalnem kontekstu naše študije se implicitno razvijajo različna področja digitalnih kompetenc (DK), in sicer kot del prevajalskih nalog. Te kompetence pa niso posebej priznane in ocenjene. V prispevku raziskujemo, kako študenti dojemajo svoje digitalne kompetence in ali je to povezano s številom in vrsto opravljenih prevajalskih predmetov ter pogledom na sebe kot bodoče prevajalce. Podatki so bili zbrani s spletnim vprašalnikom. Informatorji (N=58) so ocenili 25 trditev na petstopenjski Likertovi lestvici in na podlagi teh poročali o tem, kako vešči so, po njihovem mnenju, študenti glede različnih digitalnih praks. Podatki so bili kodirani in analizirani s programskim paketom SPSS. Statistični testi vključujejo deskriptivno statistiko, Pearsonovo korelacijo, enosmerno ANOVA in dvosmerno ANOVA. Rezultati kažejo, da imajo študenti visoko percepcijo svojih digitalnih kompetenc, vendar pa ni mogoče ugotoviti pomembne povezave med pedagoškim vložkom in percepcijo študentov. Prispevek se konča z analizo pedagoških implikacij teh ugotovitev za učitelje in snovalce predmetov.

Prenosi

Podatki o prenosih še niso na voljo.

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