This research began with the critical awareness that the current teacher education runs the risk of excluding the existence of teachers by emphasizing only functional
effectiveness, although it is the primary means for changing education itself. In this vein, the purpose of this research was to provide aesthetic instructional consulting as a way to avoid the exclusion of teachers’ existence. And it explored how the teachers’ classes have changed; what kinds of experiences and developments they have undergone; and the meaning of teachers’ experience and developments in an ontological context. This careful observation of teachers’ “becoming” is expected to lay the foundation for aestheticization of early childhood teacher education.

In order to accomplish the research purpose, two research questions were made, as follows:
First, how did early childhood teachers’ classes change through aesthetic instructional consulting?
Second, what was the nature of preschool teachers’ ontological “becoming” throughout aesthetic constructional consulting?

In order to answer these questions, the research provided two early childhood teachers (teaching classes of four-year-old children) with twenty seven class consultations in total, including nνenty face-to-face and seven online consultations, at Sorinara Kindergarten from February 6, 2014 to August 30, 2014. As a result, these research data were collected: f아ty videotaped classes, twenty-five videotaped teacher interviews and after-class meetings, six audiotaped in-depth interviews-including one follow-up interview-teachers’ reflective journals, research field notes, and documents from Sorinara Kindergarten. All data were videotaped and audiotaped with pmticipants’ consent, and they were transcribed. They were analyzed using the inductive qualitative method.

The main findings were as follows:
First, class changes resulting from aesthetic instructional consulting were thematically categorized as: awkward beginning; open-mindedness and amplified expectations; relocating newly appearing aesthetic characteristics; and novelty and confusion of reterritorialized relocation.
The teachers’ class changes were able to be encouraged by reinterpreting themes,
creating narratives and knowledge play, aesthetic utilization of class materials, and
relocating inclusive art activities. In paticular, knowledge play and utilizing beautiful images were implemented as the 1rst trial of aesthetic instructional consulting. Applying these aesthetic elements made classes more joyful and more interesting. Because of this, the teachers began to feel more open-minded rather than burdened to follow aesthetic instructional consulting. In addition, the two teachers experienced new styles of classes, accompanying with pleasure and entertainment as they also improved their teaching method. However, they also experienced difficulties in creating narratives, as well as confusion for design and implementation of knowledge play, as well as for aesthetic application of teaching materials.
Second, the ontological becoming of early childhood education teachers through an aesthetic instructional consulting was embodied into four subthemes: access of each desire; projection to research competition on instruction; battles for generation and transformation; creative transformation and new “ becoming”.
Director Yoon, Teacher Do and teacher Jin expressed different desires toward classes under the theme of access of each desire. Director Yoon had a desire to improve his ability to analyze a class as an administrator, while Teachers Do and Jin had a desire to “ teach better". And, the researcher desired to study more about teaching. In summary, each individual accessed aesthetic instructional consulting with different desire for class. In particular, instruction research competition became an opportunity for Teacher Do to find her potential and induced active peer-consultation. Moreover, it revealed that the teacher can be developed at a higher level, not by just individuals’ efforts but by more complex interaction with others including the director, research institute, university, colleagues and children. In addition, the process of aesthetic instructional consulting caused the teacher to experience the novelty of daily lives, and allows them to become poetic beings by enlarging their warm perspective toward others.

On the basis of these findings, four points were discussed, as follows:
First of all, it is necessary to have an ontological perspective toward teacher development and teacher education by providing a chance to recover the impmtance of the individual teacher’s experience and its meaning. Next, this research showed the role of meaning of others in the process of teachers’ “ becoming. Therefore, in order to promote teacher development, it is necessity to have active collaboration among peer teachers, the director, and education research institutes. Third, the research provided the implication that aesthetic instructional consulting can change teachers’ daily lives and aesthetic views through the process of designing and implementing aesthetic classes. Finally, teachers’ aesthetic views can be a powerful foundation for creating aesthetic class culture.

This research contributed to suggesting the direction of teacher education for their
creative growth and development by highlighting close interaction with others, teachers'' protection and desires, conflict and anxiety, and aesthetic values and views on existence in the world.