Teacher Learning Communities: A Qualitative Case Study of Professional Development in Special Education

The purpose of this qualitative case study was to discover the collaboration in teacher learning communities (TLCs) to support the growth of students with disabilities for special education teachers at a middle school in South Georgia. The theory guiding this study was Vygotsky’s social constructivism theory as it strongly emphasizes the social nature of learning and the influence of cultural context. Individuals construct knowledge through interactions with others, and the cultural environment within TLCs significantly influences professional development. This study employed a single case study design to explore how 10 special education professionals collaborate within TLCs to promote inclusive learning environments to support the growth of students with disabilities. The study utilized individual interviews, observations, and document analysis to gather data. The findings revealed several key themes that exemplified the essential components of supportive learning environments in TLCs. Participants consistently emphasized the significance of trust and respect, knowledge sharing, and an inclusive culture as foundational components that enhance collaborative efforts. In addition, establishing clear objectives and visions, promoting a positive learning environment, and facilitating professional development were critical components of effective leadership practices.