Digital teaching competence is one of the main
training needs today. However, teacher training curricula
indicates a significant gap in this area. The objective of this
study is to carry out a systematic review of scientific articles
published between 2011 and 2020 that analyze the digital
teaching competence of pre-service teachers who are mainly
studying in Spanish universities. The reviewed studies show
that there is a great heterogeneity of theoretical frameworks
and instruments. Pre-service teachers point out that they have
certain digital skills, but lack pedagogical skills to digitally
enrich the teaching-learning processes. These aspects imply
challenges in research, in educational policy and in teacher
training curriculum development.
