Abstrakt
The chapter reviews theoretical considerations and research findings regarding the indispensability of regular and systematic self-reflection for successful interpreter training before presenting the methodology and results of a study which explored the learning experience of a population of 20 students in their first semester of consecutive interpreting training as reflected in the diaries they were asked to write throughout the entire semester. Divided into three sections, the diaries document the trainees' journey through four weeks of active listening exercises, four weeks of transition to note-taking, and five weeks of interpreting full-blown speeches with notes.
The diaries were analysed to identify the trainees' positive and negative feelings, attitudes to interpreting, and training motivation. Written forms of self-reflection are much less widely used in interpreter training, being relatively time-consuming for both student and teacher.
Nevertheless, the findings have suggested that the writing of a reflective diary may have undeniable potential as a tool for developing trainees' self-reflective skills, an important component of their learning and professional competence. However, diaries can be equally empowering for trainers as an increased awareness of their trainees' needs, habits, and emotions may help trainers improve teaching, curriculum design, teacher-student partnership, and their own long-term professional development.