Teaching and teaching work in Science teaching

the role of the community of practice in the prison context

Abstract

Teaching practice in prison schools, particularly in the field of Science education, represents a constant challenge, mainly due to the specific characteristics of the prison environment. There is a clear need for professional development processes aimed at improving teaching practice in this context. This study aims to present reflections arising from the analysis of the planning and implementation of a training course for Science teachers working in a prison school, considering the role of the community of practice. The meetings were video-recorded, transcribed, and analyzed using Discursive Textual Analysis (DTA), from which an emergent category was identified, entitled: The Community of Practice (CoP) as a space for teacher education and transformation in the prison context. The results indicate that communities of practice function as spaces for dialogue and the exchange of experiences, promoting mutual support and pedagogical innovation. It was found that continuing education, planned with the involvement of the CoP, enhances teachers’ capacity to address the challenges of the prison context. Furthermore, we understand that the Community of Practice presents itself as a possibility for continuing professional development for teachers working in prison schools, enabling them to align with the needs of the school context and engage other members of the school community. It is concluded that the integration between teacher education and communities of practice is important for the development of transformative educational practices in Science education in prison contexts.