At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor’s degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n = 26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities.

在 COVID-19 大流行期间努力保持面对面实地实习和教学的机构中，情况每天都在变化，以应对大学、当地学区和个人情况的新发展。这项混合方法研究探索和评估了对本科课程中幼儿教师准备课程的调整，以便通过包括面对面、虚拟、假设和混合现实在内的各种教学方式提供相关培训。专注于通过旨在满足学生学习成果的调整课程保持专业标准，教师在四年制学士学位课程中反映了多种教学方式和对学生可证明的学习成果的分析，从而获得了州教师认证。通过课程作业、反思、教师和自我评估，从三个不同群组（n = 26）的学生那里收集数据。结果突出了学生以新方式成功达到专业标准的几个领域，包括：发展知识、相关和响应性课程、协作参与、文化和家庭知识、包容性和个性化设计以及灵活性和适应性。学生准备通过以下方式进行教学：设计课程、实施和反思实践。学生们觉得自己还没有准备好教书，因为他们需要更多的练习和持续的技能发展。