TY - JOUR
T1 - Ciberacoso desde la perspectiva docente Discursos, percepciones y estrategias de profesores en dos ciudades de Chile y México
AU - Pavez Andonaegui, Isabel
AU - García-Béjar, Ligia
N1 - Publisher Copyright:
© 2020 Universidad Nacional Autonoma de Mexico.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Despite rising figures on use of the internet and social networks in Latin America, and on the prevalence of cyberbullying, there is scant knowledge of the reality teachers in the region face. Through a qualitative approach, this investigation explores discourses and experiences of teachers in Chile and Mexico, in the cities of Santiago and Guadalajara, related to this issue, and the tools they use to cope with such situations. For this purpose, we conducted in-depth interviews with 57 teachers at schools classified at low, middle, and high socioeconomic level, who are responsible for students between 12 and 17 years of age. The main results indicate that teachers' confidence in identifying cyberbullying increases when they themselves are users of social networks, that their preparation to prevent it and intervene is crucial, and that institutions need to make the issue a priority because it is a growing phenomenon which remains largely unexplored by teachers.
AB - Despite rising figures on use of the internet and social networks in Latin America, and on the prevalence of cyberbullying, there is scant knowledge of the reality teachers in the region face. Through a qualitative approach, this investigation explores discourses and experiences of teachers in Chile and Mexico, in the cities of Santiago and Guadalajara, related to this issue, and the tools they use to cope with such situations. For this purpose, we conducted in-depth interviews with 57 teachers at schools classified at low, middle, and high socioeconomic level, who are responsible for students between 12 and 17 years of age. The main results indicate that teachers' confidence in identifying cyberbullying increases when they themselves are users of social networks, that their preparation to prevent it and intervene is crucial, and that institutions need to make the issue a priority because it is a growing phenomenon which remains largely unexplored by teachers.
KW - Cyberbullying
KW - Internet
KW - Qualitative research
KW - Social networks
KW - Teaching practice
UR - http://www.scopus.com/inward/record.url?scp=85086832448&partnerID=8YFLogxK
U2 - 10.22201/IISUE.24486167E.2020.168.58850
DO - 10.22201/IISUE.24486167E.2020.168.58850
M3 - Article
AN - SCOPUS:85086832448
SN - 0185-2698
VL - 42
SP - 28
EP - 41
JO - Perfiles Educativos
JF - Perfiles Educativos
IS - 168
ER -