ИСТИНА

The modern requirements for education are determined by the conditions of free labour market. A Bachelor in Linguistics may tackle such areas as translation and interpreting, teaching or journalism, management, etc. However the lack of professional skills and the necessity to adapt oneself to concrete professional activity retard his or her career growth and turn out to be economically unfavourable both for the specialist himself and for the employee. In contemporary common educational environment there is not sufficient place for training a translation teacher, who is the central actor within the system of translators training. Forming and training of educational staff within the domain of teaching translators are of primary importance. Translation teachers, even most successful and competent ones, are in effect ‘didactic autodidacts’, people who were able to develop necessary competences by comprehending their own translation experience, making their own pedagogical experiments, conducting research, acquiring the experience of senior colleagues and studying the theory. It is either the teachers of foreign languages, who do not always understand the difference between teaching languages and teaching translation, or professional translators and interpreters, who have rich experience in translation but are unacquainted with pedagogy, who deal with teaching translation. Both are not able to devise a harmonious and well-founded methodical system for training translators. In order to form the required competences a certain ‘superstructure’ is necessary, which would make it possible to train both former professional translators and university foreign languages teachers teach translation. Such a superstructure might be in the form of international update course or specialized university Master’s programme, in the course of which the experienced teachers of translation, who had discovered all the secrets of this craft, would convey their experience to the less experienced colleagues. This superstructure will promote a more successful adaptation to professional activity of those graduates of translation educational institutions, who find themselves university teachers of translation, seeking wider application of their skills and knowledge. Forming and training of educational staff within the domain of teaching translators is the sphere in which the work of international professional and educational associations becomes vital.