Teachers and students in front of educational failure and dropout: agreements and disagreements

Abstract

INTRODUCTION. Different studies show the complexity of social, cultural, economic, political and educational factors, that influence the concurrence of school failure and dropout. METHOD. The main objective is to contrast the teachers and student´s perceptions regarding these phenomena, using a hybrid research methodology, combining quantitative (using a questionnaire addressed to teachers of Primary Education, Compulsory Secondary Education and High School and qualitative methods research (interviews with students at risk, dropout and school failure, and a focus group with teachers). RESULTS. The results are approached from didactics aspects (transition between educational stages, methodology, resources, expectations and evaluation), organizational (work culture and ratio) and relationships factors (superficial relationships focused on academics, teacher coordination and relationship between students) that affect the concurrence of educational failure and dropout, establishing a dialogue between the point of views of the teachers and the students. DISCUSSION. The discussion leads us to conclude that there is coherence between both discourses, about the potentialities, weaknesses and demands in this regard. As a prospective, new investigations are opened related to the analysis of initial teacher training in relation to the phenomena of disengagement, failure and educational abandonment.