THE ESSENCE OF FUTURE TRANSLATORS’ PROFESSIONAL TRAINING IN HIGHER EDUCATION PEDAGOGICS

Abstract

The suggested exploration is devoted to the analysis of modern scientific sources on the issue of future translators’ professional training in the theory of higher education. It is aimed at clarification of such concepts as “training”, “readiness”, and “professional training” at higher education institutions and the identification of the main components in the structure of students-translators’ readiness to perform their professional activity.

The notions of higher education graduates’ “training”, “professional training”, and “readiness” for professional activity has ambiguous interpretation in modern psychological and pedagogical studies. This is caused by the divergence of scientific approaches and the specificity of a particular professional activity. Dictionary review shows that the concept of “training” can be interpreted both as a process, that is, education and training of students at a higher educational institution (HEI), and as a result, namely, their readiness for professional activity, taking into account the level of possession of professional knowledge, skills and competences, as well as the formation of professionally significant qualities. There are two approaches to define the concept of “readiness” in the psychological and pedagogical literature: 1) the understanding of readiness as a certain mental state; 2) the understanding of readiness as a particular trait or system of personal traits and individual qualities.

Professional readiness in psychological and pedagogical studies is considered within two main frameworks, namely, the subject-action and person-oriented approaches. The subject-action approach is based on the ideas about the inseparable connection of personality and activity. The basis of the person-oriented approach is the idea of the central importance of personality in all its manifestations. The structure of readiness for professional activity, depending on the views of modern researchers, includes the motivational, orientation, operational, psychophysiological, individual-personal, social-personal, socio-professional and reflexive components.

Despite the differences in scientific interpretation, the concept of “professional readiness of a translator” has related definitions. The cornerstone in this process is the formation of knowledge, skills, and professional qualities, meaningful for the future professional activity of a translator