Rooted in Reflection: Developing My Professional Identity During My First Year as an Interpreter

Item

Media
Full Text PDFFull Text PDF
Title
Rooted in Reflection: Developing My Professional Identity During My First Year as an Interpreter
Creator
Rachel R Williams
Degree Name
Master of Arts in Interpreting Studies
Project Type
action_research
Date
12/11/2020
Abstract
This study focuses on my journey of professional identity development starting out in the field. Over the course of my first year of practice, I collected reflective data about my teamed interpreting experiences, and reflected about my process through regular meetings with a seasoned interpreter functioning as a coach, supervision sessions with colleagues and mentors, and written assignments focused on personal reflection and developing a strong sense of professional identity. The analysis focuses on the evolution of my professional identity and my ability to establish and navigate boundaries in interpersonal relationships with team interpreters. This study is intended to be an asset to new interpreters seeking to establish their professional identities as they begin working in the field of interpretation. Ultimately, in this study, I found that strong relationships exist between a new interpreter’s decision-making self-efficacy in interpreting scenarios and the perceived openness of a team interpreter; I also found that intentional engagement in reflective practices is positively correlated with an increased sense of confidence and a stronger sense of professional identity.
Committee Member
Elisa Maroney, Erin Trine
Rights
Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
http://rightsstatements.org/vocab/InC/1.0/
Language
eng
Date Available
6/10/2022
Type
Text
Identifier
theses/140
Subject
interpreting
self-efficacy
openness
reflective practice
professional identity