earticle

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This paper explores how a professional learning community (PLC) can be used to address pedagogical concerns and help improve both teaching skills and student satisfaction. Translator trainers frequently enter the profession without sufficient pedagogical training, compounding the challenges they face. This is especially true when teaching in institutional settings such as universities where there is little coordination or interaction among trainers. From an institutional point of view, ensuring not only high-quality training but also consistency and uniformity is critical, which points to a need for collaborative efforts on the part of trainers. This paper reports on an attempt to build a PLC of translator trainers within a graduate translator training program. Through three cycles of action research on the PLC that took place over four semesters, the trainers’ needs and concerns were identified and collaboratively addressed. To determine if the initiative had an impact on teaching quality as perceived by the students involved, a statistical analysis of the trainers’ course evaluation scores was conducted at the end of the research. The results and their pedagogical implications are then discussed together with the feasibility of PLCs in the training of translator trainers.