The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators’ experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.

教育工作者参与研究有助于理解和发展高质量的幼儿教育。因此，增加教育工作者对研究的参与是有益的。为了提高教育工作者的研究参与度，了解教育工作者的研究经验非常重要。本文借鉴了一项定性多站点案例研究的结果，该研究探讨了教育工作者在幼儿教育中的冒险行为。数据是通过观察和采访来自澳大利亚三个幼儿教育站点的 55 名教育工作者来收集的。本文讨论的结果表明，对于参与研究的教育工作者而言，参与研究既有益也有风险。教育工作者发现参与研究有利于学习和专业发展，一些教育工作者发现参与有风险，因为参与研究的不确定性和恐惧。基于这些发现，提出了两种增加教育者研究参与的策略：1）审查教育者研究参与的条件；2）教育者研究参与的常态化。调查结果为幼儿教育界加强教育工作者参与研究提供了有用的见解。洞察力对研究人员和提供教师教育计划的人都有影响。调查结果为幼儿教育界加强教育工作者参与研究提供了有用的见解。洞察力对研究人员和提供教师教育计划的人都有影响。调查结果为幼儿教育界加强教育工作者参与研究提供了有用的见解。洞察力对研究人员和提供教师教育计划的人都有影响。