본 연구는 유아교사들이 교사학습공동체 참여 경험을 어떠한 개념과 구조로 인식하고 있는지 이해하는 데 목적이 있다. 이를 위하여 22명의 유치원 교사를 연구참여자로 선정하고, 개념도 준비, 아이디어 생성, 진술문 구조화, 개념도 분석, 개념도 해석, 활용의 6단계 개념도 연구절차에 따라 자료를 수집·분석하였다. 연구결과, 첫째, 유아교사의 교사학습공동체 참여 경험은 ‘제도적 한계’, ‘경직된 교직문화’, ‘개인적 부담’, ‘정서적지지’, ‘제도적 지원’, ‘전문성 향상’의 6개의 군집으로 도출되었다. 둘째, 동의 정도가 가장 높은 군집은 ‘경직된 교직문화’였으며, 동의 정도가 가장 높은 진술문은 ‘학습공동체 운영 관련 제도(예산, 사전 계획 등) 때문에 학습공동체의 운영에 제한이 있었다’로 나타났다. 이러한 결과를 토대로 유아교사학습동체가 가지고 있는 가치와 의미를 드러내고, 교사학습공동체의 지속성과 활성화를 위한 방향성을 논하였다.

The purpose of this study is to understand the concepts and structures early childhood teachers are recognizing in their experiences of participating in teacher learning communities. To this end, 22 kindergarten teachers were selected as research participants, and data were collected and analyzed according to the six-step concept mapping research procedure: preparing for concept mapping, generating the ideas, structuring the statements, concept mapping analysis, interpreting maps, utilization. As a result of the study, the followings were derived. First, the experiences of early childhood teachers' participation in the teacher learning communities were drawn into six clusters: ‘institutional limitations', ‘rigid teaching culture', ‘personal burden', ‘emotional support', ‘institutional support', and ‘professionalism improvement'. Second, the cluster with the highest degree of agreement was ‘rigid teaching profession culture’, and the statement with the highest degree of agreement was ‘There were restrictions on the operation of the learning community because of the system related to the operation of the learning community(budget, advance planning, etc.)’. Based on these results, the value and meaning of the early childhood teacher learning community were revealed, and the direction for the continuation and vitalization of the teacher learning community was discussed.