The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country’s plan of integrating technology in the curriculum.

COVID-19 的全球大流行迫使来自阿拉伯联合酋长国的实习教师在幼儿教育领域进行虚拟实地体验。各种利益相关者、幼儿、家庭、职前教师和大学教师对在线教学形式持有不同的看法。本研究的目的是检查实习教师和教师主管对幼儿在线现场体验的看法。该研究是在解释主义范式中使用定性案例研究完成的。有目的地选择12名实习生和5名导师完成关于虚拟现场体验的开放式问卷。数据中出现了三个主题：（1）将技术整合到课程计划中，（2）应对课堂管理的挑战，(3) 扩大教学策略的范围。得出的结论是，就其为实施国家将技术纳入课程的计划所做的准备而言，虚拟实地体验是实习教师取得的里程碑式的成就。