Correctional educators’ experiences of professional development in a South African prison school

Both local and international research converge on the finding that correctional educators (CEs) are key in the rehabilitation of incarcerated students. Nevertheless, a gap remains in understanding how CEs’ experiences affect their pedagogy and professional identity within the correctional environment. To address this gap, this study investigated the experiences of CEs and how teaching at a South African correctional facility influenced their pedagogy and professional identity. A phenomenological research design, embedded in the qualitative research approach and grounded in the Professional Identity Formation (PIF) framework, was adopted using an interpretivist approach. Purposive sampling was employed to recruit 11 participants, and data were collected through semi-structured interviews and analyzed thematically. The findings revealed an ageing workforce with substantial teaching experience, often transitioning from mainstream to correctional education, suggesting a strong emotional connection to the teaching profession. Despite numerous challenges, including a shortage of CEs and teaching resources, and a lack of sustainable professional development opportunities, CEs expressed a strong desire for continuous professional learning and institutional support in pursuit of their professional growth and empowerment. This study contributes to the scholarship of prison education by identifying challenges affecting the professional development of CEs while also offering recommendations to enhance their professional effectiveness and the responsiveness of the institutional support they yearn for, such as the allocation of adequate resources and investment in ongoing professional development.