The recent spate of national studies about schools is largely based on analyses of what schools do, how they do it, what the results are, and what they ought to be doing in light of present and future demands. Recommendations from these studies appear to fall into four categories of structure changes, content changes, value changes, and people changes. While the recommendations often differ, some common elements can be found in them, including visions of what schools need to do, dissatisfaction with the current state of schools, the belief that the teacher is vital for improvement in the schools, and concerns that teachers are not up to this challenge. Eight characteristics that bear on teacher education can be derived from the national studies. Teachers should: (1) be well-educated; (2) be intellectually curious and interested in others; (3) be knowledgeable in the subject matter taught; (4) support the essential character of American society; (5) understand how students learn; (6) be the pedagogical manager or "coach" in the learning process; (7) be a continuous learner; and (8) look forward to a teaching career. Each of these characteristics is discussed in terms of its implications for teacher preparation. (CB)