Resumo

FIOR, Camila Alves  e  ALMEIDA, Leandro S.. Leaving pre-service teacher programs: the influence of personal and academic characteristics. Rev. bras. orientac. prof [online]. 2023, vol.24, n.1, pp.17-27.  Epub 28-Out-2024. ISSN 1984-7270.  https://doi.org/10.26707/1984-7270/2023v24n0103.

Dropout of pre-service teacher programs influences the students’ career development and the quality of the school system. This study analyzed the impact of both personal characteristics and academic experience on dropping out of an education major. Using structural equation modeling, the research analyzed Higher Education Census data, collected between 2016 and 2018 from public institutions. Results indicate 18.5% of students dropped out of their undergraduate programs. The dropout was directly influenced by the non-receipt financial aid, the lower workload, and indirectly by gender and educational background. The efforts to promote student retention must recognize that leaving a pre-service teacher career is a longitudinal process of major disengagement, influenced by personal and institutional characteristics.

Palavras-chave : higher education; professional development; teacher education; social services.

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