米国における高大接続を担当する教員の研修制度の役割と影響

─AP（Advanced Placement）プログラムを対象とする事例調査から─

抄録

In recent years, the gap between passive high school education and active university education has become wide in Asia.

In the USA, half a century has passed since the articulation between upper secondary schools and universities was implemented, and the considerable influence has been exerted on Asian countries by the accumulation of theory and practice. Among them, the most representative one is the Advanced Placement Program (AP).

This paper will investigate the role and impact of teacher training on AP. Specifically, this study investigates AP teacher training in general, the impact of itemized AP teacher evaluation, and the effect of adding AP courses to the school curriculum. This paper is based on a field survey of AP program staff at the College Board, principals of schools that have implemented AP courses, and teachers who have received AP teacher training. 　　The analysis indicates that the first impact of AP teacher training is improvement of the autonomy and cooperation of teachers. Second, participation in the AP teacher training improves not only the qualification of the AP teachers themselves but also the professional development of all the teachers of the school. Thirdly, it can be pointed out that the continued support of principals and coordinators is an effective means of maintaining the continuity of the system. In order to develop continuously, it is also important to construct a vertical team and emphasize cooperation among universities, high schools, regions, and management institutions.

Continuing future study is necessary to verify the effects of AP programs, especially the effects of AP teacher training, with more high school cases and with particular reference to the opinions of universities and the AP students themselves.