In the last decade, there have been growing efforts to define and to explore the moral work of teaching (Campbell 2008b; Sanger and Osguthorpe 2005) and the knowledge, skills and dispositions (Campbell 2008a; Shapira‐Lishchinsky 2009) that prospective teachers need to have, experience, and learn during their teacher education. It is agreed that new teachers should be prepared to teach morality and to function morally (Campbell 2003, 2008a; Fenstermacher, Osguthorpe, and Sanger 2009; Klaassen, Osguthorpe, and Sanger 2016; Sockett and LePage 2002).
Obviously, teaching moral values in schools requires well-prepared teachers committed to what Sanger and Osguthorpe (2005) describe as the 'moral work of teaching': the enhancing of teachers’ knowledge and skills 'so that they can recognize, interpret, analyse, evaluate, plan, and enact the moral work they engage in everyday in a way that is not only effective and responsible, but meaningful and fulfilling' (Sanger and Osguthorpe 2011, 573). Sanger and Osguthorpe argue that understanding the moral work of teaching entails exploring the teachers' contingent, moral, psychological, and educational assumptions.
However, the research on teacher education programs reveals that they 'come up short' with regard to preparing teachers to be agents of character/moral education in their schools (Buzaglo 2010; Campbell 2008a; Cummings, Harlow, and Maddux 2007; Goodlad 1990; Latzko 2012; Orchard 2021; Pantić 2008; Revell and Arthur 2007; Sanger 2008, 2012; Schwartz 2008; Sockett and LePage 2002). Willemse, Lunenberg, and Korthagen (2008, 446) found, for instance, that 'preparing student teachers for moral education apparently depends more on the efforts of individual teacher educators than it does on any collectively designed curriculum and that the process appears to be largely implicit and unplanned'
Accordingly, the current study addresses the following research questions:
1. How do Arab teacher educators understand and interpret the preparation of moral teachers in their college?
2. What are the moral values that teacher educators want prospective teachers to learn and be able to teach (and why), given the social and political realities of Arab schooling in Israel?

The results of this inquiry shed light on the teacher educator's psychological, moral, educational, and contingent beliefs that inform their work and their understanding of the moral work of teaching. Also, it clarifies the role of minority teacher educators in preparing teachers to transmit moral values in an uncertain and conflicted context.

The study relies on a multiple case study which is based on in-depth and semi-structured interviews with 14 Palestinian-Arab teacher educators (8 men) who teach basic required courses in education in one Arab college of education in Israel. The teacher educators were selected through convenient sampling with theoretical replication. The data were analyzed using inductive categorization and thematic methods.

Three themes were revealed after conducting inductive and thematic analysis. The first theme highlights the contingent (institutional) factors that influence and may restrain the teacher educators' mission of moral preparation. It highlights the importance of an organizational culture that supports student teachers' learning to provide moral education, of empowering and unsilencing of student teachers, and of promoting morally-oriented reflective practice in students' clinical experiences. The second theme illustrates the teacher educators' psychological assumptions about morality as represented by the possibilities and constraints of role modelling in preparing moral teachers. The third theme addresses the teacher educators' educational (universal, counter-hegemonic, and liberal) assumptions about the moral purposes of schooling. These assumptions are influenced by the asymmetrical structure of Arab-Jewish power relationships, as well as by the transitional status of Arab society in Israel.

Buzaglo, A. 2010. [Teacher Training for Moral Education in State Colleges in Israel]. PhD Diss., Bar Ilan University (in Hebrew). Campbell, E. 2008a. "Teaching Ethically as a Moral Condition of Professionalism." In Handbook of Moral and Character Education, edited by L. Nucci, D. Narváez, and T. Krettenauer, 601–617. New York and London: Routledge. Campbell, E. 2008b. "The Ethics of Teaching as a Moral Profession." Curriculum Inquiry 38 (4): 357–385. Cummings, R., S. Harlow, and C. D. Maddux. 2007. "Moral Reasoning of In-Service and Pre-Service Teachers: A Review of the Research." Journal of Moral Education 36 (1): 67–78. Fenstermacher, G. D., R. D. Osguthorpe, and M. N. Sanger. 2009. "Teaching Morally and Teaching Morality." Teacher Education Quarterly 36 (3): 7–19. Goodlad, J. I. 1990. "The Occupation of Teaching in Schools." In The Moral Dimensions of Teaching, edited by J. I. Goodlad, R. Soder, and K. A. Sirotnik, 3–34. San Francisco: Jossey-Bass. Klaassen, C. A., R. D. Osguthorpe, and M. N. Sanger. 2016. "Teacher Education as Moral Endeavor." In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 523–557. Singapore: Springer. Latzko, B. 2012. "Educating Teachers' Ethos." In Changes in Teachers' Moral Role: From Passive Observers to Moral and Democratic Leaders, edited by D. Alt and R. Reingold, 201–210. Rotterdam, the Netherlands: Sense. Merriam, S. B. 1998. Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers. Orchard, J. 2021. "Moral Education and the Challenge of Pre-Service Professional Formation for Teachers." Journal of Moral Education 50 (1): 104–113. Pantić, N. 2008. Tuning Teacher Education Curricula in the Western Balkans. Belgrade: Centre for Education Policy. Sanger, M. N., and R. D. Osguthorpe. 2011. "Teacher Education, Preservice Teacher Beliefs, and the Moral Work of Teaching." Teaching and Teacher Education 27: 569–578. Sanger, M., and R. Osguthorpe. 2005. "Making Sense of Approaches to Moral Education." Journal of Moral Education 34 (1): 57–71. Thornberg, R. 2008. "The Lack of Professional Knowledge in Values Education." Teaching and Teacher Education 24 (7): 1791–1798. Shapira‐Lishchinsky, O. 2009. "Towards Professionalism: Ethical Perspectives of Israeli Teachers." European Journal of Teacher Education 32 (4): 473–487. Willemse, M., M. Lunenberg, and F. Korthagen. 2008. "The Moral Aspects of Teacher Educators' Practices." Journal of Moral Education 37 (4): 445–466. Yin, R. 2009. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage Publishing.