Abstract
For signed language interpreters there are a limited number of formal transition programs to aid the development from completion of an interpreter education program (IEP) to competent professional. This period of time is an important time for building a professional foundation. Research in other practice professions has shown that gradual transitions towards autonomy under adequate supervision and coaching provide a forum for practitioners to grow in their professional abilities with the support needed to guide them. The type of program used as a model in this study is the medical residency program where underclassmen learn a new skill from an upperclassman, practice this skill, and finally teach the skill to the next cohort. All phases are done under a competent professional’s observation. By conducting an action research project on my practice, benefits of this progression during an interpreter's formative years were delineated. The study was conducted to assess the benefits of cycling through learning, practicing and teaching phases with the oversight of a competent practitioner. The action research findings support the recommended progression of learn, practice, teach.
Exit Requirement
Action Research
Date of Award
12-1-2018
Degree Name
Master of Arts in Interpreting Studies
Committee Chair
Elisa Maroney
Committee Member
Amanda Smith
Keywords
Apprenticeship, mentorship, mentor-tree, work readiness, interpreter programs, gap, post-IEP, gap programs, medical residency model
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education | Language Interpretation and Translation
Recommended Citation
Lovercheck, K. (2018). Focusing the gap: Productive post-IEP development (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/130
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