Developing preservice teachers’ school-organisational competence: insights from primary teacher education programmes in the Netherlands and Belgium
(2026) European Journal of Teacher Education — Vol. 2026, p. 1-27 (2026)
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- Abstract
- This article studies how preservice teachers can be prepared for school-organisational competence. Using a conceptual framework encompassing collaboration, organisational literacy, and professional identity, we analyse how this competence is addressed in initial teacher education. Based on a multiple case study in the Netherlands and the French Community of Belgium, data were collected through curriculum analysis and interviews with preservice teachers, teacher educators, and programme directors. Findings indicate a fragmented approach, with a predominant focus on collaboration, while organisational literacy and the development of an extended professional identity receive limited attention. Preparation largely depends on informal learning and practicum experiences, yet the absence of clear evaluation criteria shifts the responsibility for authentic learning onto schools. National competence frameworks and programme design, play a decisive role in shaping how this competence is developed. The study calls for an integrated, collaborative, and non-deficit approach to develop preservice teachers’ school-organisational competence.
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Citations
März, V., Gaikhorst, L., Geijsel, F., & Van Nieuwenhoven, C. (2026). Developing preservice teachers’ school-organisational competence: insights from primary teacher education programmes in the Netherlands and Belgium. European Journal of Teacher Education, 2026, 1-27. https://doi.org/10.1080/02619768.2026.2650830 (Original work published 2026)