Bibliographic citations
Fuentes, S., Trujillo, C. (2022). Retroalimentación en la enseñanza de la interpretación: perspectivas de estudiantes de pregrado [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/664270
Fuentes, S., Trujillo, C. Retroalimentación en la enseñanza de la interpretación: perspectivas de estudiantes de pregrado [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/664270
@misc{renati/402266,
title = "Retroalimentación en la enseñanza de la interpretación: perspectivas de estudiantes de pregrado",
author = "Trujillo Cauti, Camila Patricia",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
Over the last few years, there has been a growing interest in exploring the students’ perspectives in interpreting training (Takeda, 2010; Pavez, Urra y Carbajal, 2019), however there hasn’t been much research regarding their perspectives on feedback (Lee, 2018; Domínguez, 2019) —an essential part in interpreter training. Hence, this research examines students’ perspectives on types of feedback along the four workshops that are part of the interpreting curriculum of the Translation and Interpretation undergraduate program at Universidad Peruana de Ciencias Aplicadas (UPC). For this reason, trainers of the four interpreting workshops have been interviewed, surveys to the trainees have been carried out in classes, and a focus group has been conducted with students from each workshop. The results show that students’ dependence on teacher feedback evolves as they complete each workshop, that students’ empowerment develops through peer feedback over the course of the interpreting training, and that undergraduate students’ lack of pre-professional practices hinders the self-evaluation dynamic.
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