<![CDATA[This study aims to describe teacher competence development in inclusive education through Lesson Study, coaching, and Professional Learning Community (PLC) at SD Negeri Jajar, Surakarta. A qualitative case study design was employed. Data were collected through in-depth interviews with six teachers, observabtions of classroom learning and professional development activities, and documentation including lesson plans, syllabi, and activity records. The data were analyzed thematically to identify patterns of competence development and relationships across data sources. The findings indicate that Lesson Study provided a space for reflection on lesson planning and classroom practice; coaching offered individualized support for adapting teaching strategies to students’ needs; and PLC strengthened collaboration and the exchange of professional practices among teachers. These three activities complemented one another in supporting the development of pedagogical, reflective, adaptive, and collaborative practices. However, the findings are limited to the context of one school and do not measure effects on student achievement or character development. The study provides a contextual account of teacher professional learning to support inclusive education practices.]]>
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