Purpose – The aim of this study is to present an approach for creating an educational process that can affect teacher trainees’ moral resilience, while investigating the manner in which they – as teachers – perceive the concept of moral resilience. Design/methodology/approach – A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants. Findings – Two major themes emerged in trainees’ conceptualizations of the notion of moral resilience: the role of the organisation in which the teaching takes place, and mechanisms that contribute to the development of moral fibre, which creates resilience. Research limitations/implications – The following points should be addressed early on in the teacher-training process: The teaching and acquisition of tools that are fundamental to the development of moral resilience, through cognitive and experiential processes, not only through theoretical study. The construction of a supportive environment will enable students to use their internal resources for coping with events that require mental resilience and which thus serve to develop moral resilience. Originality/value – This paper helps to establish a discourse and develop terminology to implement this subject.

The current study addresses the disparity between the awareness of teachers in special education frameworks regarding the important role of books as a mediating tool and their reticence to use this tool. Twenty three interviews were conducted in two stages: before and after using the book Shelley the Hyperactive Turtle in the classroom. Interviews attempted to examine teachers' perceptions regarding the use of the book with a student population that has the disorder featured in the book. Even while teachers expressed awareness of the importance of books as a mediating tool, they explained their reasons for refraining from integrating books that are not part of the official curriculum in the course of their work. The findings indicate the need for a novel approach regarding the inclusion in the curriculum of books that feature learning disorders, while simultaneously addressing teachers' emotional needs and expanding their knowledge of the bibliotheraptic process. In this manner, books, which have a recognized and distinct mediating role, can become a significant and useful tool for teachers.

This article focuses on the transition of preservice teachers from reading a novel to the stage of teaching it. The goal of this study was to map the difficulties that preservice teachers encounter in the learning stage and in the transition to teaching; based on the findings, we offer a model of processive literacy as the basis for a curriculum focused on how to overcome the challenges inherent to the reading of literary texts. The model consists of three branches under the umbrella of processive literacy: (1) generic literacy (2) disciplinary literacy (3) poetic literacy. Learning-teaching model for the genre of novel seeks to turn the learner-reader into a reading-learner.

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