영유아교사의 AI 활용 경험에 관한 연구: 영유아교육기관을 중심으로

초록

This study explored early-childhood teachers’ experiences with artificial intelligence (AI) integration and the educational meanings they attached to these experiences, focusing on early-childhood education institutions. Semi-structured in-depth interviews were conducted with nine in-service teachers who had used AI technologies, including generative AI, in teaching, learning, and administrative tasks. The collected data were analyzed using inductive open coding based on qualitative data-analysis procedures. The findings revealed four major themes. First, teachers gradually incorporated AI into their everyday professional lives through repeated exposure in daily media environments, rather than through formal training. Second, teachers used AI as a practical partner in curriculum implementation, reducing routine workload and enabling greater focus on meaningful educational interactions. Third, while teachers recognized AI’s efficiency and educational potential, they also expressed concerns about information accuracy, technological dependence, and the weakening of teacher agency, suggesting the need for critical and reflective AI use. Fourth, their experiences with AI led them to reaffirm the irreplaceable roles of teachers—in areas such as emotional attunement, relational care, and contextual judgment—demonstrating that the essence of early-childhood education lies in human relationships and professional discernment. This study significance consists in framing AI use in early-childhood education not simply as a matter of technology adoption, but as an issue closely related to teacher professionalism and the fundamental nature of education. Implications for AI usage guidelines, teacher professional development, and policy support are discussed.

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