Document Type : Translation Studies
Authors
1 MA in Translation Studies, Translation Studies Department, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
2 Assistant Professor, Department of English Language, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran
Abstract
Teaching is frequently characterized by higher levels of stress, especially when teachers are required to transition to online education without proper planning or preparation. Despite a wealth of studies concerning teacher stress in the field of education, the specific stressors for translator trainers, as well as the coping strategies they adopt during online education, remain underexplored. To fill this gap, the present study employed a case study design and conducted semi-structured interviews with five translator trainers working at a university in the center of Iran. The thematic analysis of their responses showed the primary stressors for trainers included instructional quality, technological challenges, academic dishonesty, a lack of face-to-face interaction, privacy and time constraints and emotional strain. The study also revealed that the most common coping strategies among translator trainers included securing reliable internet connectivity, and increasing the grade weight of classroom activities. Additionally, they frequently used multimedia resources, such as PowerPoint presentations and video clips, to enhance instructional quality, engagement and in-person class simulation. Finally, it was shown that stress levels decrease over time due to progressive adaptation and gaining a sense of control.
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