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The purpose of this paper is to analyze the social economy discourses in four regions of Chile, characterized by their internal economic heterogeneity.

Using an intentional sample, semi-structured interviews were applied to 45 key informants from the public sector, universities, consultant enterprises, cooperatives and civil society organizations. Through a content analysis, thematic axes were identified that allowed to characterize and to recognize the narratives that key informants held about their initiatives, experiences or ventures.

The results allow us to understand the diversity of discourses and practices about alternative economies, being able to organize them from two axes: the tension between molar and molecular subjectivities; and the tension between reform and transformation (which refers to a transformative type of institutional and socio-material change). These axes propose an interpretative framework that integrates a diversity of distinctions and/or polarities and problematizes the homogeneity of formal economic discourse.

The discourses analyzed by this paper offers representativeness by saturation. It do not allow to ponder for sure the relative presence of each of these discourses in the field of economic diversity. The analysis of what type of actors sustain each type of discourse remains pending.

The high discourse heterogeneity makes it possible to foresee major difficulties in terms of political articulation and the visibility of various alternative economic experiences, initiatives or ventures as part of a social transformation movement.

Previous studies developed in Latin America about social and solidarity economy have been focused in objective dimensions as the volume of incomes, expenditures or jobs. This is the first study aimed at characterizing the subjective field of discourse held by different actors who recognize themselves as part of an alternative economy movement.

The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.

A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.

There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.

Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.