JOURNAL ARTICLE

Open-access sites as catalysts for teacher education: Insights from the TBLT Task Bank.

  • Published In: TASK: Journal on Task-Based Language Teaching & Learning, 2025, v. 5, n. 2. P. 316 1 of 3

  • Database: Education Source Ultimate 2 of 3

  • Authored By: Gurzynski-Weiss, Laura; Pineault, Caitlyn 3 of 3

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. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:TASK: Journal on Task-Based Language Teaching & Learning. 2025/07, Vol. 5, Issue 2, p316
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:26661748
  • DOI:10.1075/task.25003.gur
  • Accession Number:191433995
  • Copyright Statement:Copyright of TASK: Journal on Task-Based Language Teaching & Learning is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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