00916nam2-2200313---450 99000567559020331620210805085604.0000567559USA01000567559(ALEPH)000567559USA0120050913d1968----km y1itay5003----baitaIT<<2.: >>PurgatorioDante Alighieria cura di Natalino Sapegno2. ed. ricompostaFirenzeLa Nuova Italia1968386 p.20 cm0010005675582001<<La >>Divina Commedia2ALIGHIERI,Dante38904SAPEGNO,NatalinoITSA20111219990005675590203316XV.18.B. 8 2 (FDC 800 ALI)6616 FILXV.18.B.549498XV.9.M. 112 21155 MARXV.9.M.366343BKFDECIMARPurgatorio146979UNISA01940nam 2200337 450 991047714320332120230329074010.0(CKB)5470000000568510(NjHacI)995470000000568510(EXLCZ)99547000000056851020230329d2005 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierThe self-directed learner intentionality in translator training and education /Kelly Washbourne[Place of publication not identified] :Taylor & Francis,2005.1 online resource (373 pages)This study seeks to bring educational theory on self-directedness to bear on translator training, and to document ways intentional learning for autonomy are being fostered, or could be. Our project connects to ongoing scholarly efforts toward establishing learner autonomy and empowerment as a priority goal in translator training and education. However, here we also wish to take stock of, and reflect more on, what autonomy means in principle, its connection to student development (intra- and inter-) personally and pre-professionally, self-directed learning's (SDL) relationship to current learning methods, supports and role definitions we can use in our instruction, and the learning behaviors, motivations and outcomes we can expect. In the process, we will examine the extent to which related self-directedness practices now emerging can be integrated into awareness and thus help translation learners advance toward intentionality.Self-Directed Learner Self-relianceSelf-reliance.158.1Washbourne Kelly1349046NjHacINjHaclBOOK9910477143203321The self-directed learner3086992UNINA