Continuity and Quality in Pre-Service Teacher Preparation Across Modalities: Core Principles in a Crisis Leadership Framework

Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductively to surface field-driven themes and deductively through two models: the ten evidence-based training principles synthesized by Hadad et al. and the six capacities of Striepe and Cunningham’s Crises Leadership Framework (CLF). Results show strong consensus on theory–practice integration, university–school partnerships, and collaborative learning, mapping chiefly to the CLF capacities of adaptive roles and stakeholder collaboration. Directors added practice-oriented priorities—authentic field immersion, formative feedback, and inclusive pedagogy—extending the crisis care and contextual influence dimensions. By contrast, policymakers uniquely stressed policy–academic co-decision-making, reinforcing complex decision-making at the system level. Reflective thinking skills and digital pedagogy, though prominent in the literature, were under-represented, signalling implementation gaps. Overall, the integrated model offers a crisis-ready blueprint for curriculum design, partnership governance, and digital capacity-building that can sustain continuity and quality in pre-service teacher education.