Tennessee Board of Regents Teacher Preparation Partnership (Large Scale Teacher Preparation) (TBRTP)

田纳西州校委会教师准备伙伴关系（TBRTP伙伴关系）的主要目标是通过大规模的伙伴关系和系统变革，改善田纳西州未来小学教师的数学、科学和技术准备。七所社区学院(东北州立技术社区学院、沃尔特斯州立社区学院、罗恩州立社区学院、克利夫兰州立社区学院、查塔努加州立技术社区学院、莫特洛州立社区学院、密西西比州州立技术社区学院（Pellissippi State Technical Community College）和田纳西州评议委员会（TBR）系统内的两所四年制大学（东田纳西州立大学和田纳西理工大学）联合起来，为教师开发了一套共同的核心课程，包括教学和技术课程介绍以及基于标准的数学和科学课程。共同核心是提供从社区学院到大学以及机构之间的无缝转换。该项目支持教师通过暑期教师发展机构开发基于研究的课程内容和教学方法，通过学院网络进行交流，并前往州和国家会议。通过赠款，每个机构都在开发一个资源区域，以支持学生在课程中的学习。学生在学习过程中会接触到许多技术。通过加强未来教师组织和实践I成功工作坊，鼓励学生从事教师职业。教学和技术课程包括早期的实地经验，以帮助学生确定他们对教学职业的承诺水平。在职教师参与为职前教师开发的部分课程。为教师开发的这一基于标准的核心课程直接解决了研究证据，表明内容知识必须是教师准备的中心焦点。

The primary goal of the Tennessee Board of Regents Teacher Preparation Partnership (TBRTP Partnership) is to improve the mathematics, science, and technology preparation of future elementary level teachers in Tennessee through a large-scale partnership and systemic change. Seven community colleges (Northeast State Technical Community College, Walters State Community College, Roane State Community College, Cleveland State Community College, Chattanooga State Technical Community College, Motlow State Community College, Pellissippi State Technical Community College) and two four-year universities (East Tennessee State University and Tennessee Technological University) within the Tennessee Board of Regents (TBR) system have joined together to develop a common core of courses for teachers consisting of an introduction to teaching and technology course and standards-based mathematics and science courses. The common core is providing seamless transfer from community college to university and among institutions. The project supports faculty members in developing research based content and pedagogy for the courses through summer faculty development institutes, communication via a collegial network, and travel to state and national conferences. Through the grant, each institution is developing a resource area to support student learning in the courses. Students are exposed to a number of technologies as they progress through the program. Students also receive encouragement to pursue teaching careers through strengthened future teacher organizations and Praxis I Success Workshops. A teaching and technology course includes early field experiences to help students determine their level of commitment to the teaching profession. In-service teachers participate in sections of some of the courses developed for pre-service teachers. The development of this core of standards-based courses for teachers directly addresses the research evidence that suggests that content knowledge must be the central focus in the preparation of teachers.