Teaching in an unfamiliar place: a mixed methods-grounded theory study on the experiences of new correctional educators
Author
Faculty Advisor
Date
2023
Keywords
informal teacher education, mixed methods, professional development, correctional education, community of practice
Abstract (summary)
New correctional educators must learn to teach in an unfamiliar correctional environment. In this convergent mixed-methods study, experienced correctional educators in Alberta, Canada reflected on their first 6 months teaching in adult correctional institutions. Teachers initially struggled to do something familiar (teach) in an unfamiliar place, perceiving prisons as non-conducive to education. Seeing the absence of a purpose-built community, they built one or attached to existing non-educational communities. New educators invoked strategies such as engaging in mutual support, connecting with non-education professionals, asking others to demystify institutional culture, and practicing reflexivity. When reflecting on useful training and orientation activities, participants favoured community and relationship building. The teachers’ actions are framed using the concept of communities of practice, and a substantive theory of learning to teach in correctional environments is proposed. Finally, recommendations are provided to help ensure that new teachers are supported and prepared as they enter correctional education.
Publication Information
Patrie, N. (2023). Teaching in an unfamiliar place: A missed methods-grounded theory study on the experiences of new correctional educators. Journal of prison education and re-entry, 7(3), 290-309. https://doi.org/10.25771/dee8-x383
Notes
Item Type
Article
Language
Rights
Attribution (CC BY)
