CONTINUOUS TRAINING AND THE REFLECTIVE ROLE OF TEACHERS IN PREVENTING SCHOOL DROPOUT

Abstract

School dropout represents one of the most pressing challenges for contemporary education systems, with significant implications for both individual well-being and social cohesion. This study examines the role of continuous professional development in preventing early school dropout, emphasizing the importance of observational and reflective practices in enhancing teaching quality. Through a theoretical-critical analysis and the exploration of innovative educational experiences, the paper investigates training models that position teachers as facilitators of learning. The study highlights the need for educational policies that adopt a systemic approach to teacher training, fostering student engagement and academic success.