Developing Teachers' Leadership Knowledge: Pillars for the "New Reform"

by: Neumann, D Maureen, Jones, C Laura, Webb, P Taylor

Teaching Education, Vol. 18, No. 3. (September 2007), pp. 233-244.

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Abstract

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.

@article{citeulike:2066618, abstract = {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.}, author = {Neumann and Maureen, D. and Jones and Laura, C. and Webb and Taylor, P. }, citeulike-article-id = {2066618}, doi = {http://dx.doi.org/10.1080/10476210701535030}, issn = {1047-6210}, journal = {Teaching Education}, keywords = {leadership, typology}, month = {September}, number = {3}, pages = {233--244}, posted-at = {2008-08-24 03:15:14}, priority = {2}, publisher = {Routledge, part of the Taylor \& Francis Group}, title = {Developing Teachers' Leadership Knowledge: Pillars for the "New Reform"}, url = {http://dx.doi.org/10.1080/10476210701535030}, volume = {18}, year = {2007} }

RIS record

TY - JOUR ID - citeulike:2066618 L3 - citeulike-article-id:2066618 TI - Developing Teachers' Leadership Knowledge: Pillars for the "New Reform" JF - Teaching Education VL - 18 IS - 3 SP - 233 EP - 244 PB - Routledge, part of the Taylor & Francis Group SN - 1047-6210 N2 - 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. KW - leadership KW - typology AU - Neumann AU - Maureen, D AU - Jones AU - Laura, C AU - Webb AU - Taylor, P PY - 2007/09// UR - http://dx.doi.org/10.1080/10476210701535030 ER -

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