Teacher-School from the Perspective of University Students in the Program for Access and Accompaniment to Higher Education (PACE)

Abstract

A qualitative research is presented whose objective was to know the meanings about teachers and high school in a purposive sample of twenty university students belonging to the Program of Access and Accompaniment to Higher Education (in Spanish, PACE), who participated through semi-structured interviews and discussion group. As a result, a differentiation between the school –as an institution and community– and the teaching staff was appreciated, valuing their professors/teachers according to their role and practices. They are considered positive when they articulate academic demands with the recognition of trust, incentive, and student motivation. On the contrary, they are considered negative when they are associated with the institution/school as a result of its delegitimization and excessive academic consideration over personal student aspects.