Hijón-Neira, RaquelGómez-Gómez, MartaPérez-Marín, DianaSantacruz-Valencia, Liliana Patricia2023-12-192023-12-192023-05-11Hijón-Neira, R., Gómez-Gómez, M., Pérez-Marín, D. y Santacruz-Valencia, L. (2023). Analysis of the implementation of the teaching digital competence framework in preservice teachers. Aloma. Revista de Psicologia, Ciències de l’Eduació i de l’Esport, 41(1), 59-70. https://doi.org/10.51698/aloma.2023.41.1.59-701138-31942339-9694https://hdl.handle.net/10115/27465This work has been funded by the iPROG research project: New generation of tools for learning Program-ming with emerging interactive technologies from MINECO (ref. TIN2015-66731-C2-1-R) and e-Madrid: Research and Development of Educational Technolo-gies in the Community of Madrid (ref. P2018/TCS-4307) and also by Ayuda Puente 2021, URJC, Ref. M2614.After a conceptual analysis of numerous frameworks for teachers’ digital competence (TDC), one such framework was selected to be implemented, and the state of development of the TDC and its relationship with the introduction of computer programming have been studied. The hypothesis is that the implementation of a TDC framework within a first-year university class within an Education degree, called Computer Science and Digital Competence would help future teachers to significantly improve their TDC and, specifically, increase their knowl-edge of computer programming. In order to test this hypothesis, a study has been carried out with 116 students enrolled in the degree programs in Early Childhood and Primary Education at the Universidad Rey Juan Carlos. The results show that the participants were not digitally competent at the beginning of the course but that they had become significantly more so at the end of it, with a large effect size. Additionally, the prospective teachers did not understand the basic concepts of programming at the beginning of the course, but by the end their knowl-edge of programming concepts had improved significantly, as evidenced by the large effect size, although even by the end of the course they had not reached an adequate level of programming. The most used frequently tools among students are WhatsApp, social networks and email, but many they were not aware of tools such as podcasts or forums. In addition, the motivation of the participants to learn programming seems to be excellent.engAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/digital competenceteacher trainingprogrammingtechnology applied to educationinfo:eu-repo/semantics/article10.51698/aloma.2023.41.1.59-70info:eu-repo/semantics/openAccess