We propose that self-determination theory's conceptualization of internalization may help school reformers overcome the recurrent problem of `the predictable failure of educational reform' (Sarason, 1993). Accordingly, we present a detailed learning and implementation structure to promote teachers' internalization and application of ideas and practices based on self-determination theory. Finally, we discuss findings from two studies that (1) demonstrate the usefulness of the proposed structure in promoting educational reform, and (2) highlight the components of this structure that teachers report to be valuable.
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