번역 학습자의 비판적 사고력 향상을 위한 성찰일지 활용 및 평가 제언
Reflective journals for developing critical thinking in translator trainees: An exploratory study
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As advances in generative AI reshape the broader landscape of translation practice, translation classrooms long centered on human translation are being forced to reconsider their pedagogy and assessment. This paper explores the potential of reflective journals as a process-oriented tool for cultivating critical thinking in translator training, particularly in pedagogical settings that require students to justify and articulate their translation decisions. The argument develops in three steps. First, it examines the conceptual links among critical thinking, reflection, and translation competence to establish a theoretical foundation for journal-based assessment. Second, it reviews methodological approaches to evaluating reflective journals and identifies a model that can be adapted to reflection in the context of translation, with attention to levels of reflection, coding categories, and the analytical unit of reflection. Third, it applies this model to students’ reflective journals from a graduate translation course to demonstrate how it can be used to analyze levels of reflection, as well as to generate formative insights into students’ decision-making processes. The paper concludes by discussing limitations of this exploratory model and the need for further refinement in rubric design and reliability procedures. It suggests that reflective journals may offer a feasible, albeit still provisional, means of fostering critical thinking in translator training in the age of AI.
Abstract
As advances in generative AI reshape the broader landscape of translation practice, translation classrooms long centered on human translation are being forced to reconsider their pedagogy and assessment. This paper explores the potential of reflective journals as a process-oriented tool for cultivating critical thinking in translator training, particularly in pedagogical settings that require students to justify and articulate their translation decisions. The argument develops in three steps. First, it examines the conceptual links among critical thinking, reflection, and translation competence to establish a theoretical foundation for journal-based assessment. Second, it reviews methodological approaches to evaluating reflective journals and identifies a model that can be adapted to reflection in the context of translation, with attention to levels of reflection, coding categories, and the analytical unit of reflection. Third, it applies this model to students’ reflective journals from a graduate translation course to demonstrate how it can be used to analyze levels of reflection, as well as to generate formative insights into students’ decision-making processes. The paper concludes by discussing limitations of this exploratory model and the need for further refinement in rubric design and reliability procedures. It suggests that reflective journals may offer a feasible, albeit still provisional, means of fostering critical thinking in translator training in the age of AI.