Fenomenografinis filologinės ir vertimo praktikos tyrimas

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Fenomenografinis filologinės ir vertimo praktikos tyrimas
Alternative Title:
Phenomenographical research of philological & translation practice
In the Journal:
Profesinės studijos: teorija ir praktika [Professional studies: theory and practice]. 2014, Nr. 14, p. 24-29
Fenomenas; Fenomenografija; Refleksija; Reflektyvus mąstymas.
Phenomenography; Phenomenon; Reflection; Reflective thinking.
Summary / Abstract:

LTReikšminiai žodžiai: Fenomenas; Fenomenografija; Refleksija; Reflektyvus mąstymas; Phenomenography; Phenomenon; Reflection; Reflective thinking.

ENThe purpose of this article is, firstly, to show the possibilities of qualitative research in analyzing such a subtle phenomenon as reflection. Reflection means individual‘s readiness to consider, in a thoughtful way, subjects that do come within the range of experience, readiness that contrasts strongly with the disposition to pass judgment on the basis of the mere custom, tradition or prejudice. And, secondly, the goal was to analyze how mentors and tutors reflect on the quality of translation and philological practice. The main issue for the research was to analyze whether different approaches of reflection have different impact on how mentors and tutors think about their instructional and professional strategies. The study was carried out within the framework of a qualitative research approach called phenomenography (Marton, 1981, 1988). Based on the results of the study, the following conclusions were drawn: 1) mentors‘ and tutors‘ reflective skills belong to the mode of phenomena and should be researched in the frame of phenomenological or phenomenographic qualitative research; 2) reflective studying model corresponds to all the requirements of modern higher education in EU, that enables and enhances the realization of major principles in higher education, such as: democracy, academic freedom, and emancipatory relationships between lecturers and students; 3) the phenomenographical strategy of research revealed differences in mentors‘ and tutors‘ reflective way of thinking: if mentors focus their reflective thinking on personal qualities and competences of translation or philological practice, meanwhile tutors‘ reflective thinking is focused on students‘ mistakes and quality of translation. [From the publication]

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2020-04-13 13:11:17
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