유아 교사 전문성 지원을 위한 AI 활용 가능성 모색 연구 = A Study on Exploring the Possibilities of AI Utilization for Supporting Early Childhood Teachers’ Professionalism

다국어 초록 (Multilingual Abstract)

This study analyzed teachers’ needs and directions for establishing foundations for the use of artificial intelligence (AI) to support early childhood teachers’ professionalism. Based on the core components of teacher professionalism, interview questions were developed, and focus group interviews were conducted with ten participants, including novice teachers, experienced teachers, and administrators in Seoul. The findings indicated that teachers expressed needs for AI utilization across five areas: document management, observation and record keeping, curriculum planning and implementation, child management, and parent collaboration. Teachers perceived AI not merely as an administrative aid but as a collaborative partner that supports professional judgment and reflective practice. In particular, they expected AI to complement teachers’ understanding of children’s emotions and behaviors, thereby enhancing emotional sensitivity and responsiveness. At the same time, teachers raised ethical concerns regarding technological dependence and the potential weakening of professional responsibility. Accordingly, this study highlights the need to strengthen teachers’ critical AI literacy, establish institutional and technological infrastructure, and develop ethical and legal frameworks centered on children’s rights. This study provides a practical foundation for policy development and teacher training programs that reflect differences in teachers’ career stages and professional roles.