공동AP 제도 10년의 운영 경험에 기초한 발전 방향 탐색: 교원 인식을 중심으로 = Exploring Future Directions of the AP Program Through 10 Years of Implementation: Insights from Teachers’ Perceptions

다국어 초록 (Multilingual Abstract)

This study examined teachers’ perceptions of the Advanced Placement (AP) Program that has been implemented for ten years in science high schools and science gifted schools, and explored directions for its future development. Online surveys and focus group interviews (FGI) were conducted with AP teachers. Survey findings indicated that teachers recognized the necessity of the AP Program and highly valued its positive effects, such as providing advanced learning opportunities, strengthening students’ academic competencies, and supporting their exploration of academic majors. However, teachers also identified several operational challenges, including heavy instructional preparation demands, difficulties in developing assessment items, mandated use of English, insufficient instructional hours, and excessively high course difficulty. In addition, AP courses were often assigned to teachers based on qualification requirements rather than voluntary choice, and students tended to perceive AP courses as compulsory subjects needed for prerequisite fulfillment or credit acquisition. Teachers suggested improvements such as strengthening regular collaboration between universities and high schools, clarifying and sharing credit recognition standards, expanding laboratory and computer science courses, incorporating high-quality content into online AP courses through a flipped-learning model, and adopting a Pass/Fail grading system. Based on these findings, the study presents implications for the effective enhancement of the AP Program and discusses directions for future research.