Convergences and divergences in the digital competence of teachers in training

This paper examines the digital competence of teachers in training, as well as possible differences in terms of university degrees. A non -experimental study was proposed and a questionnaire based on the TPACK model was applied to a sample of 514 participants. The outcomes reveal moderate levels of competencies related to Pedagogical Knowledge and Pedagogical Technological Knowledge and indicate that students in the Primary Education teaching degree course have a higher level of mastery in digital competence compared to students in the Early Childhood Education degree course. The conclusions show that teachers in training are not highly competent in terms of the integration and pedagogical production of digital content.