The aim of this study is to understand the processes of professional development and continuous learning of teachers working in contexts of confinement, in the scenario of socio-health crisis derived from Covid-19. To this end, a topical narrative study was conducted with teachers from two educational establishments in a prison complex in Chile, through 16 individual narrative interviews and a group interview. The analysis shows a highly precarious and challenging initial state, with little political and institutional support, resulting in different forms of social exclusion. During the pandemic, the suspension of classes exacerbated these difficulties and teachers had to move from improvisation to collaborative work. Currently, teachers confirm "a historic abandonment" of education in prisons by public institutions and policies, although it has managed to strengthen its pedagogical identity.