Analysis of the digital competences of graduates of university degrees to be a teacher

Initial teacher training includes ICT competences or digital competences as an aspect of great relevance in their professional training. For the analysis of the digital competences, we used a dual approach using TPACK model (Technological Pedagogical Content Knowledge) and complemented with other questions related to relevant specific digital skills for a teacher today. We choose a quantitative approach, based on the survey technique, trying to get a broad sample of students in the last two years of the Degree in Early Childhood Education and in Primary Education from Spanish universities. The sample was 362 students from 14 universities. The results show that the students make a positive assessment of their university training, both in relation to basic knowledge, and in relation to their educational and technological knowledge, highlighting their ability to adapt to different rhythms and learning styles. Considering the TPACK model dimensions, we can say that students perceive themselves with high competences in "Pedagogical Knowledge (PK)" and "Technological Pedagogical Knowledge" (TPK). However, their competences in "Technological Knowledge" (TK) and "Technological Content Knowledge" (TCK) are clearly inferior. Regarding the specific digital skills, the students feel prepared in aspects like searching information, software to create presentations and resources to organize the information. However, they feel less prepared in other skills related to software to create video games, the design of pedagogical resources for the interactive whiteboard and the pedagogical use of tablets.