Applying curriculum mapping and constructive alignment to a translator study programme : a case study of translation theory classes at undergraduate level in Sweden

Brighi, Giada (author)

In translator education, the longstanding divide between theory and practice continues to shape pedagogical discourse. Translation study programmes are generally highly practice-oriented, with theoretical components occupying marginal positions, despite translation scholars advocating for the benefits of learning translation theory. Empirical studies have shown that theoretical modules often become less appreciated after attending such programmes, suggesting that universities have yet to find effective ways of teaching them. Teachers’ perception of student disengagement within the context of translation theory courses at Stockholm University prompted the present investiga-tion. This study examines undergraduate translation theory modules at the Institute for Interpret-ing and Translation Studies, employing curriculum mapping to analyse the programme at a macro level and constructive alignment to assess the internal coherence of individual modules. The aim is to identify potential misalignments and areas in need of pedagogical revision. Despite the apparently aligned structure on the macro level, the micro level analysis shows that there is a lack of alignment in how the intended learning outcomes, teaching and learning activities, and assessment tasks are formulated. Based on the findings, the paper offers suggestions for improvement and pro-poses avenues for further research.

• Language: English
• Keywords: translation theory teaching, translator training, translator education, curriculum mapping, constructive alignment
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FF - Faculty of Arts
• Publication status: Published
• Publication version: Version of Record
• Publication date: 01.01.2025
• Year: 2025
• Number of pages: Str. 69-91
• Numbering: Vol. 5, issue 1
• PID: 20.500.12556/RUL-181873
• UDC: 81'25:378(485)
• ISSN on article: 2784-5826
• DOI: 10.4312/stridon.5.1.69-91
• COBISS.SI-ID: 275563779
• Publication date in RUL: 17.04.2026

Record is a part of a journal

• Title: Stridon : journal of studies in translation and interpreting
• Publisher: Znanstvena založba Filozofske fakultete Univerze v Ljubljani, Znanstvena založba Filozofske fakultete Univerze v Ljubljani, Založba Univerze v Ljubljani
• ISSN: 2784-5826
• COBISS.SI-ID: 68759811

Licences

• License: CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
• Link: http://creativecommons.org/licenses/by-sa/4.0/
• Description: This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

• Language: Slovenian
• Title: Uporaba metod kartiranja kurikuluma in konstruktivistične poravnave v študijskem programu prevajanja : primer pouka teorije prevajanja na dodiplomski stopnji na Švedskem

Abstract

Teoretsko obravnavo izobraževanja prevajalcev že dolgo zaznamuje ločnica med teorijo in prakso. Prevajalski študijski programi so običajno zelo praktično usmerjeni, teoretične kompenente pa so zelo obroben del študija, kljub temu da prevodoslovci poudarjajo pomen poznavanja teorije preva-janja. Empirične študije so pokazale, da imajo študetje potem, ko absolvirajo teoretične predmete, o teh predmetih slabše mnenje, iz česar je mogoče sklepati, da je treba na univerzitetnem nivoju opraviti razmislek o tem, kako bi se ti predmeti učinkoviteje poučevali. Pričujoča raziskava izhaja iz opažanj učiteljev, ki ugotavljajo, da študentov predmeti teorije prevajanja na Univerzi v Stock-holmu ne pritegnejo. Študija se osredotoča na module teorije prevajanja na Inštitutu za tolmaške in prevajalske študije, pri čimer se je z uporabo metode kartiranja kurikuluma analiziralo pro-gramme na makroravni, z metodo kostruktivistične poravnave pa se je evalvirala interna koherenca posameznih modulov. Cilj raziskave je bil določiti potencialna neskladja in področja, ki bi jih bilo potrebno s pedagoškega vidika revidirati. Kljub temu da se zdi struktura na makroravni poravnana, analiza mikroravni kaže na pomanjkanje usklajenosti pri formulacijah načrtovanih učnih ciljev, učnih aktivnosti in nalog pri ocenjevanju. Na podlagi ugotovitev so v članku predstavljeni predlogi za izboljšavo in predlagane ideje za nadaljnje raziskave.

• Keywords: poučevanje teorije prevajanja, poučevanje prevajalcev, izobraževanje prevajalcev, kartiranje kurikuluma, konstrutkivistična poravnava