Source: Teaching Education, Volume 18, Issue 3 September 2007, pages 233 - 244
This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices.
The model provides teacher educators ways to identify and resolve conflicts generated by imparting innovative pedagogies to teachers who in turn use them in antiquated and inequitable school environments. The model can also be used to develop teachers' professional knowledge of the contexts that mitigate or marginalize their leadership potential. Several examples from current teaching practices in teacher education are used to illustrate how teachers develop leadership knowledge.