Exposure to teachers and teaching-related activities is vital for young children’s learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted to each of these teaching-related activities to illuminate actionable levers for supporting educators during widespread educational disruption. Teachers with higher prepandemic job commitment devoted more overall time to pandemic-induced remote teaching. Teachers’ prepandemic executive functioning and observed classroom instructional and organizational quality—features of successful teachers during normal times—predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time. These results contribute to an emerging literature that spotlights potential promising avenues for supporting teachers via professional development during normal times as well as in future widespread educational disruptions.

接触教师和与教学相关的活动对于幼儿的学习至关重要。当 COVID-19 关闭学校时，教师们的反应是现场授课和预先录制的课程以及与学生的一对一交流，这需要改变计划时间。当前的研究确定了在新冠病毒爆发前教师致力于这些教学相关活动的时间预测因子，以阐明在广泛的教育中断期间支持教育工作者的可操作杠杆。大流行前工作承诺较高的教师将更多时间用于大流行引起的远程教学。教师在大流行前的执行功能和观察到的课堂教学和组织质量——正常时期成功教师的特征——预测了大流行期间更多的远程教学，而教师年龄较大和有更多高需求学生与较少的远程教学时间相关。这些结果促成了一种新兴文献，这些文献突出了在正常时期以及未来广泛的教育中断中通过专业发展支持教师的潜在有希望的途径。