The construction of a Practice-Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China

Abstract

Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.