No abstract

The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

rEsUmEnEl objetivo de nuestro trabajo es conocer las preferencias que los estudiantes de primer curso de grado tienen sobre el profesor universitario ideal, el que desearían que les impartiera docencia en la universidad. Para ello, encuestamos a 947 estudiantes pre-universitarios pertenecientes a cuatro universidades diferentes y abordamos los principales aspectos que definen a un docente universitario (características personales y profesionales del profesor, sistemas de evaluación y tutorías y tecnologías de la información y comunicación (TICs) deseadas para la docencia universitaria). Los resultados muestran que los alumnos valoran especialmente que el profesor universitario ideal sea cercano, claro en las explicaciones, que evalúe mediante exámenes parciales a lo largo del curso, que oriente a los alumnos en la toma de decisiones sobre su posible futuro profesional en las tutorías y que utilice las TICs en su enseñanza porque ello les haría sentirse más preparados para aplicar sus conocimientos. PaLabras CLaVEEnseñanza superior, profesor, estudiante, perfil. abstraCtThe objective of this study is to discover the preferences of students in the first course of university degrees about their ideal university teacher, the one that students would like as their teachers at the university. To that aim, we interviewed 947 pre-university students belonging to four different universities dealing with the main aspects related to a university teacher (personal and professional characteristics, evaluation and tutorial systems and information and communication technologies (ICTs) desired for the university teaching). Results show that students particularly value that their university teacher is approachable, clear in their explanations, that they evaluate with mid-term exams throughout the academic year, that they orientate students about their professional future in tutorial hours and that they use ICTs in teaching, as students think that ICT use would allow them to be better prepared to apply their knowledge.

The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ2, ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills.

This research aimed to study those factors that predict different types of ethnic prejudice in a representative subsample of Spanish young people. The instrument we used was Pettigrew & Meertens' (1995) blatant/subtle prejudice scale. Results show that although there is a similar underlying pattern in both types of ethnic prejudice, subtle prejudice is based more on cultural differences, whereas blatant prejudice also stresses the racial, economic, and labor effects of immigration. Moreover, blatant prejudice is also influenced by the formal level of education and political position. The results are interpreted within the Spanish context; and the implications for identity formation and maintenance, and practical programs directed toward ethnic prejudice awareness are discussed.