Abstract
This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students’ retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education.
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