Reconceptualizing the Adaptive Teacher Training Model Based on OpenCommunities of Practice in Facing Global Disruption

Abstract

This study aims to reconceptualize teacher training models through the development of an Adaptive Teacher Training Model Based on Open Communities of Practice as a strategy for professional development in response to global disruption. The rapid advancement of digital technology, artificial intelligence, social change, and global uncertainty requires teachers to possess adaptive capacity that enables them to continuously learn, innovate, and respond effectively to change. However, prevailing teacher training models remain largely formal, centralized, and episodic, and are therefore insufficient to support sustainable professional learning. This research employs a qualitative approach based on a literature study using the systematic literature review method. Data were obtained from various scientific articles, academic books, reports from international organizations, and policy documents relevant to teacher professional development, communities of practice, and adaptive capacity. Data analysis was conducted through processes of identification, selection, evaluation, and thematic synthesis to generate a comprehensive conceptual framework of the model. The findings indicate that the developed model consists of four main components: open communities of practice, digital collaboration, continuous professional reflection, and teachers’ adaptive capacity. The model is operationalized through five stages, namely knowledge sharing, collaborative inquiry, co-creation of innovation, reflective practice, and adaptive transformation. The results suggest that open communities of practice have the potential to strengthen teachers’ adaptability, collaboration, innovation, and lifelong learning capacity. This model can serve as a strategic alternative for more participatory, flexible, and sustainable teacher professional development in addressing the challenges of twenty-first-century education.