Reflective translator training in Thailand: a constructive developmental approach

This study investigates translator trainers’ reflective practices in Thailand, with the aim of understanding how formative perspectives shape their engagement with reflection in translator education. Drawing on Constructive Developmental Theory (CDT) as the guiding framework, the research employed a constructivist grounded approach to analyze data generated through Subject–Object Interviews with translator trainers. The participants represented diverse formative orientations, which influenced how they perceived and enacted reflective practice. Findings indicate that trainers at the socializing stage tended to seek external validation and emphasized meeting students’ expectations, whereas those approaching or at the self-authoring stage demonstrated greater reliance on internal evaluative frameworks and viewed written reflection as less essential or even redundant. The study highlights the risk of assuming that claims of reflection necessarily equate to higher levels of reflective practice, underscoring the possibility of ‘false’ or superficial reflections. It is recommended that translator training programs provide structured support to guide trainers toward deeper, more critical stages of reflection, thereby strengthening their professional development and enhancing the quality of translator education.