The Novice With Expertise: Is There a Leadership Role for Preservice Teachers in Times of Educational Change?
Teachers working in secondary schools in Quebec are in the initial stages of the implementation of a new curriculum. In contrast, preservice teachers completing their studies are prepared to use the programs and approaches. This article explores the notion of teacher leadership for the "novice with expertise." Competing conceptions of teacher leadership are presented, followed by an examination of preservice teachers’ representations of teacher leadership and tentative suggestions regarding the possibilities of leadership for preservice teachers.