Vulnerabilidad y rendimiento académico de estudiantes de pedagogía: Perspectivas desde formadores en universidades chilenas*

The link between the educational system and the trajectories of vulnerability of students affect academic performance and educational quality. Including the dimension of the situated conceptions of the agents in the system to apprehend the complexity about themselves and about their otherness, latent processes and practices are revealed that elaborate relevant meanings and classifications to understand vulnerabilities. The objective of this article is to describe the meanings that teachers from three Chilean universities attribute to the vulnerability and academic performance of pedagogy students in basic and preschool education. From a qualitative and descriptive research, through the method of comparative case study and representative structural sampling, 16 semi-structured interviews with directors and teachers of universities with different status of access to undergraduate training are analyzed. It seeks to identify theories about the vulnerabilities formulated by the system’s trainers, and to propose a formal theory in this regard and the academic performance imputed towards the notion of the students, applying the grounded theory and axial type coding. As a result, it is possible to describe the rationalizations of teachers about the factors associated with the reproduction of unequal criteria in teacher training.