Maureen D. Neumann Laura C. S. Jones P. Taylor Webb

Abstract: This article argues that leadership knowledge should be included in teacher education curricula. The authors discuss the political realities that affect teachers and how these realities are best met with teacher leadership knowledge. Failure to include ideas of educational leadership in teacher education denies teachers an understanding of the activities they practice daily. More important, knowledge of leadership would enable teachers to label what they see and do. Such knowledge would help teachers understand and navigate the micropolitical environments of their work and, therefore, make more informed actions to improve schooling for all and correct some of our democratic injustices as they relate to education more broadly. The article presents examples of three kinds of teacher leadership practices: managerial, professional development, and social responsibility. The authors conclude with proposed opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.

总结：本文认为，领导力的知识应纳入教师教育课程。领导的知识将使教师标注他们所看到的和做的。这些知识将有助于教师理解和浏览他们的工作环境，因此，做出更明智的行动，以改善学校教育的全部，并纠正一些我们的民主不公平的待遇，因为它们涉及到教育的范围更广。文章介绍3种教师领导实践的例子：管理，专业发展，和社会责任。作者的结论与建议的机会，为教师专业吸收其教学和课外知识，并了解自己的领导行为。

来源：Action in Teacher Education, v34 n1 p2-13 2012. 12 pp.