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The purpose of this study is to know how kindergarten teachers perceive the concept ‘cooperating teacher’ and add a meaning to educare practicum. For this purpose, the kindergarten teachers who were working at kindergartens in C were selected as research participants. The study participants consisted of 215 experienced teachers with at least two years of teaching experience and at least 3 years of teaching experience and up to 10 years of teaching experience. Data were collected from December 11, 2017 to January 12, 2018, and a total of 20\9 copies were finally selected. The collected data were categorized and quantified using systematic metaphor analysis. As a result, five categories were identifies : helper Received(May 30, 2018), Review Result(June 8, 2018), Accepted(July 13, 2018), Published(August 31, 2018) (Assistant Professor) 51352 Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: yjkang@cs.ac.kr (Professor, Corresponding Author) 51352 Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: hykim@cs.ac.kr *   2017    ( -2017--12) Metaphor Analysis of Kindergarten Teachers about Cooperating Teachers Copyright c 2018 HSST 538 type(33.5%), leader type(31%), professional type(15.7%), reflector type(13.8%), companion type(5.7%). Through this study, kindergarten teachers looked back on themselves as a teachers who guided practitioners in practicum and reflect. Based on this, it is necessary to develop a practical and field oriented education teacher training program.