본 연구는 현장개선과 실행연구에 대한 유아교사의 기대와 걱정을 알아보았다. 308명의 유아교사를 대상으로 설문지와 면담을 사용하여 의견을 조사하고 분석하였다. 연구결과, 첫째, 유아교사들은 실행연구를 수행할 경우 현재보다 실천성, 비판성, 협력성, 현장성 등이 개선될 것이라고 하였다. 실행연구를 통하여 현장개선에 대한 유아교사의 의지가 높아지고 과정이 중시되며 교사가 주체가 되어 적극적 시도를 할 것이라고 하였다. 둘째, 유아교사는 실행연구를 수행할 경우 교사, 유아, 현장의 개선이 일어날 것이고 교사의 주체성과 반성성이 증진될 것이며 여러 가지 지원체제가 마련될 것이라는 기대를 가지고 있었다. 셋째, 그러나 유아교사들은 실행연구에 대한 걱정스러운 마음도 가지고 있었다. 연구자 스스로의 주관적 판단을 신뢰하지 못하고 이로 인해 발생될 잘못된 결과에 대한 두려움도 가지고 있으며 무엇보다 현장의 여건이 충분히 마련되어 있지 않고 시행될 경우 단기성에 머무르고 효과성과 효율성의 실증적 연구가 될 가능성을 걱정하였다. 자신의 현장을 공개하면서 갖게 되는 노출과 공유에 대한 두려움과 자신감 혹은 불신으로 인한 거부의 부정적 감정을 나타내었다. 이에 본 연구에서는 이러한 교사들의 걱정은 진지한 탐구와 성찰 그리고 긍정적 협력관계를 통하여 줄여갈 수 있음을 제안하였다.

The major goals of this study were summarized; firstly, it was to find out in-service teacher's expectations about the improvement of teaching practices and action research. Secondly, it was to show the fear of in-service teachers on action research in early childhood education. The questionnaires werecompleted by 308 teachers from preschool and kindergarten, which was developed composing 16 items and open items about advantages and disadvantages of action research were used to collect and analyze the results. In addition to focus, interviews were used to show in-service teacher's thoughts and attitudes. The findings of this study were as follows; Firstly, most teachers expected the possibility of the improvement of teaching practicesusing action research, and teachers had a will and purpose to develop practices gradually. Secondly, if teachers would use action research to improve teaching practices, it would cause the development of teacher, children, practice and teacher's reflectivity. Finally, most teachers worried about their ability to accomplish action research and the fear of opening their teaching practice. To minimize teacher's fear we should manage the supporting system to help teachers.

The major goals of this study were summarized; firstly, it was to find out in-service teacher's expectations about the improvement of teaching practices and action research. Secondly, it was to show the fear of in-service teachers on action research in early childhood education. The questionnaires werecompleted by 308 teachers from preschool and kindergarten, which was developed composing 16 items and open items about advantages and disadvantages of action research were used to collect and analyze the results. In addition to focus, interviews were used to show in-service teacher's thoughts and attitudes. The findings of this study were as follows; Firstly, most teachers expected the possibility of the improvement of teaching practicesusing action research, and teachers had a will and purpose to develop practices gradually. Secondly, if teachers would use action research to improve teaching practices, it would cause the development of teacher, children, practice and teacher's reflectivity. Finally, most teachers worried about their ability to accomplish action research and the fear of opening their teaching practice. To minimize teacher's fear we should manage the supporting system to help teachers.

action research, the improvement of teaching practice, in-service teacher's expectation, in-service teacher's fear