Reimagining Teacher Learning: A Transnational CoP-RPP Model for Intercultural Pedagogy in Virtual Space

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Abstract

This conceptual paper introduces a transnational model for teacher professional learning that integrates Communities of Practice (CoP) with Research–Practice Partnership (RPP) design principles. Developed through a year-long virtual collaboration between EFL teachers in Korea and Taiwan and equity-focused researchers, the model emphasizes intercultural pedagogy, teacher agency, and boundary-spanning collaboration. Through joint problem framing, relational trust-building, and co-designed instructional tools, teachers engaged as co-inquirers across cultural and institutional boundaries. We illustrate the model using empirical vignettes and collaborative artifacts to highlight key dimensions of mutual learning. The paper contributes a practice-informed framework for reimagining professional development in global contexts and offers implications for sustainable, equitable, and relationally grounded teacher education.

Authors

• Soyoung Han, Cyber Hankuk University of Foriegn Studies

• Yun-chen Yen, Pennsylvania State University

• Seongryeong Yu, Old Dominion University