Developing preservice teachers’ school-organizational competence: Insights from primary teacher education programs in the Netherlands and Belgium

This article studies how primary teacher education programs in the Netherlands and the French Community of Belgium prepare preservice teachers for school-organizational competence—a competence increasingly important in today’s complex teaching profession. Using a conceptual framework encompassing collaboration, organizational literacy, and professional identity, we analyze how this competence is addressed in initial teacher education. Based on a multiple case study, data were collected from eight programs through curriculum analysis and interviews with preservice teachers, teacher educators, and program directors. Findings show an emphasis on collaboration, while organizational literacy and expanded professional identity receive limited attention. Preparation relies on informal learning and school placements, with few clear evaluation criteria, leaving schools responsible for authentic experiences. Results also highlight the role of curriculum structures: national competence frameworks and program design shape how this competence is addressed. The study calls for more integrated, collaborative, and non-deficit approaches to develop preservice teachers’ school-organizational competence.