This study analyzes the beliefs of university teacher educators in history and geography initial teacher education programmes in Chile regarding gender-based hate speech. Using a structured questionnaire administered to 200 lecturers working in teacher education, the research explores their perceptions, attitudes, and reported practices concerning hate speech and discrimination within training contexts. The findings revealed that although most teacher educators acknowledge the negative impact of hate speech discourse and a lack of specific training persist. A significant proportion of respondents reported not addressing these issues in their classes or not perceiving expressions of hate within their professional environments. Additionally, 72% indicated that hate speech affects their professional practice, while 83% identified emotional harm to victims. The study also highlights tensions between freedom of expression and the need to regulate hate speech. From a pedagogical standpoint, it proposes an educational approach centered on otherness, critical thinking, and social justice to prevent the reproduction of hate and promote inclusion. Finally, the study concludes that specific competencies to address these issues should be incorporated into teacher education programs.
Marolla-Gajardo et al. (Wed,) studied this question.