​Paulina Pietrzak is Assistant Professor of Linguistics at the University of Łódź, Poland.

“This highly insightful exploration of translator education introduces a fresh and much needed perspective on the role of metacognitive skills. … Metacognitive Translator Training is a thought-provoking and valuable contribution to translation education. Pietrzak’s forward looking approach challenges traditional models and provides both scholars and practitioners with actionable insights on how to develop adaptable, reflective, and self-aware translators in a rapidly evolving field.” (Vera YZ Gu, AUSIT In Touch Magazine, Vol. 32 (4), 2024)“This volume stands as a commendable contribution. Its influence extends to both trainees and trainers, making a significant impact on education and self-development within fields such as translation. … as high-order metacognitive skills are actually generic and transferable in nature … . this work provides guidance for translators … in a dynamic translation market, and to become lifelong learners … . it possesses the potential to attract the attention of students, educators and trainers spanning multifarious disciplines.” (Mei Teng, Journal of Pragmatics, Vol. 217, 2023)

• Chapter 1: Introduction.- Chapter 2: Setting the Scene.- Chapter 3: Rethinking the Aims of Translator Education.- Chapter 4: Towards Metacognitive Translator Training.- Chapter 5: Activation of Personal Resources.- Chapter 6: Self-reflection as a Strategy in Metacognitive Translator Training.- Chapter 7: Exploratory Study on Metacognition and Professional Development.- Chapter 8: A Model of Metacognitive Support.- Chapter 9: Conclusion.

​Paulina Pietrzak is Assistant Professor of Linguistics at the University of Łódź, Poland.

“This highly insightful exploration of translator education introduces a fresh and much needed perspective on the role of metacognitive skills. … Metacognitive Translator Training is a thought-provoking and valuable contribution to translation education. Pietrzak’s forward looking approach challenges traditional models and provides both scholars and practitioners with actionable insights on how to develop adaptable, reflective, and self-aware translators in a rapidly evolving field.” (Vera YZ Gu, AUSIT In Touch Magazine, Vol. 32 (4), 2024)“This volume stands as a commendable contribution. Its influence extends to both trainees and trainers, making a significant impact on education and self-development within fields such as translation. … as high-order metacognitive skills are actually generic and transferable in nature … . this work provides guidance for translators … in a dynamic translation market, and to become lifelong learners … . it possesses the potential to attract the attention of students, educators and trainers spanning multifarious disciplines.” (Mei Teng, Journal of Pragmatics, Vol. 217, 2023)

• Chapter 1: Introduction.- Chapter 2: Setting the Scene.- Chapter 3: Rethinking the Aims of Translator Education.- Chapter 4: Towards Metacognitive Translator Training.- Chapter 5: Activation of Personal Resources.- Chapter 6: Self-reflection as a Strategy in Metacognitive Translator Training.- Chapter 7: Exploratory Study on Metacognition and Professional Development.- Chapter 8: A Model of Metacognitive Support.- Chapter 9: Conclusion.

​Paulina Pietrzak is Assistant Professor of Linguistics at the University of Łódź, Poland.

“This highly insightful exploration of translator education introduces a fresh and much needed perspective on the role of metacognitive skills. … Metacognitive Translator Training is a thought-provoking and valuable contribution to translation education. Pietrzak’s forward looking approach challenges traditional models and provides both scholars and practitioners with actionable insights on how to develop adaptable, reflective, and self-aware translators in a rapidly evolving field.” (Vera YZ Gu, AUSIT In Touch Magazine, Vol. 32 (4), 2024)“This volume stands as a commendable contribution. Its influence extends to both trainees and trainers, making a significant impact on education and self-development within fields such as translation. … as high-order metacognitive skills are actually generic and transferable in nature … . this work provides guidance for translators … in a dynamic translation market, and to become lifelong learners … . it possesses the potential to attract the attention of students, educators and trainers spanning multifarious disciplines.” (Mei Teng, Journal of Pragmatics, Vol. 217, 2023)

• Chapter 1: Introduction.- Chapter 2: Setting the Scene.- Chapter 3: Rethinking the Aims of Translator Education.- Chapter 4: Towards Metacognitive Translator Training.- Chapter 5: Activation of Personal Resources.- Chapter 6: Self-reflection as a Strategy in Metacognitive Translator Training.- Chapter 7: Exploratory Study on Metacognition and Professional Development.- Chapter 8: A Model of Metacognitive Support.- Chapter 9: Conclusion.