The movement to restructure schools has important implications for preparing teachers to work successfully in these schools. The central elements of restructured schools include decentraliza tion and site-based decision making, the redesign of teacher work, different resource allocation patterns, and improvement in the process of teaching and learning. These characteristics suggest that prospective teachers must have more extensive preparation in organizational theory, human relations, and the politics of education to teach in restructured schools. Prospective teachers also need to acquire knowledge and skill in diverse instructional methods that develop students' motivation to learn and their ability to reflect.
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