Abstract This article explores how one open-access space, the TBLT Task Bank, can serve as a springboard for communities of practice (CoP; Lave & Wenger, 1991 ) and professional development (PD) to inform and advance both teacher education and research in TBLT. As a central, open-access repository, the Task Bank not only hosts pedagogical resources but also fosters sustained, critical engagement among diverse stakeholders including language teachers and teacher educators. Through local and global CoPs and professional development (PD), the Task Bank creates meaningful collaborative opportunities, offering a dynamic model for integrating open science and teacher education in applied linguistics.
Gurzynski-Weiss et al. (Wed,) studied this question.