유아교사가 지각하는 교사연구자 인식과 실천에 관한 합의적 질적 연구 -전공심화 재학생을 중심으로-

초록

Early childhood teachers need to recognize and practice the role of teacher researchers to cultivate teacher expertise. Hence, teacher research subjects are mainly dealt with in the early childhood education in the advanced courses for bachelor’s degree. However, so far, there has been a lack of practical evidence to support their growth due to the lack of research on the practice of teacher researchers by theses students. Accordingly, the recognition and practice of teacher researchers recognized by students in the advanced course for bachelor’s degree were comprehensively explored. As a result, there were founded 5 domain, 13 categorizes and 32 sub-categorizes: entrance motivation of deepening majoring course(individual needs, professional needs), the concept and role of teacher-researchers(educational experts, field problem solvers, active teacher in changes, no experiences in teacher-researcher), the experiences considered as a teacher- researcher(voluntary participation, mandatory activities), difficulties in practicing teacher- researchers(burden on the role of a researcher, added heavier workload), requirements for the practice of teacher researcher(the will of early childhood education teacher, educational support, financial support, institutional support). Based on these results, implications were discussed.

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