Although Dutch society is as diverse in nature as most European countries, this is not automatically translated into systematic attention to diversity, inclusion, and equal opportunities for all, in teacher education. Schools are urged to address educational inequalities, which become apparent in national and international reports (NPO, 2023; OECD, 2023). Policy makers focus on topics such as teacher shortages that add to these inequalities on various levels. For example: teacher shortages are highest in schools that cater for students who are highly diverse on social-economic status, cultural background, or special needs; leading to bigger class sizes or employing non- or underqualified staff. Meanwhile, research points at the importance of addressing diversity and inclusion, and to focus on equal opportunities in all levels of the educational system. Addressing these leads to optimal development of individual students, and to the development of society as a whole, in particular when the stance is that diversity in a class is enriching for all students and, subsequently, that a diverse society is enriching for all citizens. In this study we report on the policies and practices regarding teacher education in order to see whether and how diversity, equity and inclusion are taken up. We focus on teacher education for the primary and secondary education levels. For the present paper, we analyzed policy texts on the national and local level, such as the National standards for teachers, and for teacher educators (e.g., Rijksoverheid, 2016), and several teacher education programmes. First results point at a lack of systematic attention for all facets of diversity, equity and inclusion in teacher education. It is not part of the national standards for new teachers, and because of the teacher shortages, teacher education programmes are urged to focus on “the bare minimum” of being a starting teacher. Everything else (such as diversity etc.) can be learned “on the job”. However, some teacher educators are advocates for the topic, and find ways to address it. It seems that attention for diversity, inclusion, and equal opportunities in teacher education programmes depends on a small group of dedicated teacher educators, who put a lot of effort in sometimes elective courses to help student teachers in their preparation to a growing diverse pupil population, building on the growing body of research in this area. We see these practices as a good starting point for building the expertise to address this systematically in teacher education.

Rijksoverheid (2016). Bekwaamheidseisen leraren. https://www.rijksoverheid.nl/onderwerpen/werken-in-het-onderwijs/bekwaamheidseisen-leraren NPO (2023). National Programma Onderwijs: Vierde voortgangsrapportage. The Hague: Ministry of Education. OECD. (2023). PISA 2022 Results (Volume I).