This article aims at knowing how students’ heterogeneity has been managed when teaching preschool and primary school students online during the lockdown caused by the pandemic Covid-19 in Spain (March-May 2020). A qualitative research methodology has been used, focused on documentary analysis, through the analysis of the reflections of the students of the bachelor’s degree in preschool and primary education at the University Jaume I (Castellón de la Plana, Spain). For this purpose, a non-probability and incidental sampling method has been used, combined with the snowball method. A total of 39 internships reports have been analyzed. The results are presented in three sections: 1) Technological access and training (digital competence); 2) Pedagogical adaptation to online teaching (curriculum flexibility, availability of content and digital resources, educational support for learning at home and assessment/supervision), and 3) E-learning interactions (emotional component, sense of belonging, communication with families). Finally, a series of conclusions regarding teacher training are addressed.

Equal opportunity; Probationary teacher; Distance study; Primary education; Pre-school education