Lived Experiences of Science Teachers in Delivering Advanced Placement Curriculum in China: Toward A Framework for Professional Resilience in Cross-Cultural Teaching

Abstract

The Advanced Placement Program allows high school students to demonstrate college readiness while earning credit toward higher education degrees.  However, constraints can prevent students from pursuing additional education, inhibiting student learning, limiting university options, and compromising employment opportunities. This study was designed to capture the lived experiences of Filipino teachers teaching advanced science curriculum in China. The study used a phenomenological qualitative research approach to analyze the lived experiences of eight teachers who were recruited to take part in the study. Participants were interviewed using a self-created questionnaire designed to elicit responses on their lived experiences teaching Chinese students with the Advanced Program Curriculum in science, with a focus on background and motivation, cultural experiences, teaching methods and adaptations, student engagement and learning styles, and support and resources. Results showed that participants characterized teaching science in the advanced placement program as a combination of technology, cultural awareness, and innovative tactics that increase engagement, adapt to different learning styles, foster collaboration, and support professional development. The study demonstrates that science teachers in AP programs embrace progress, teamwork, cultural adaptability, student achievement, innovative teaching, and professional development to improve science education. The study's findings served as the foundation for developing a framework for professional resilience in cross-cultural teaching, which was thought to benefit both teachers working overseas and their students.