Children’s Literature, Ecocritical Dialogues and Social-Emotional Learning: Developing Integrated Teaching Practices

Journal title EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Author/s Marnie Campagnaro, Lea Ferrari
Publishing Year 2024 Issue 2024/1
Language Italian Pages 19 P. 86-104 File size 0 KB
DOI 10.3280/exioa1-2024oa18035
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An innovative primary teacher education course at the University of Padova combines children’s literature, ecocritical dialogues, and social-emotional learning (SEL). It aims to enhance educational quality and prepare teachers for global environmental and social challenges. Developed through the Green Dialogues project, it fosters internationalization and interdisciplinarity. This article examines the course’s interdisciplinary teamwork, focusing on its design and teaching methods. A case study highlights the benefits of incorporating ecocritical and SEL approaches in climate action teacher education. The course illustrates how children’s stories can foster environmental and social consciousness and empathy among students. This approach not only enhances pedagogical practices but also prepares teachers to contribute meaningfully to climate literacy and social equity in European higher education.

Keywords: ; Children’s literature; Ecocritical thinking and social justice; Social-emotional learning; Interdisciplinary teamwork; Teacher education

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  • The Green Dialogues Marnie Campagnaro, Lea Ferrari, Nina Goga, Mariona Graell, Maria Pujol-Valls, Elin Stengrundet, Gro Ulland, pp.11 (ISBN:978-3-032-10420-5)

Marnie Campagnaro, Lea Ferrari, Children’s Literature, Ecocritical Dialogues and Social-Emotional Learning: Developing Integrated Teaching Practices in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2024, pp 86-104, DOI: 10.3280/exioa1-2024oa18035