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Teachers’ digital competence (TDC) is a key aspect in the current context of social and digital educational, which is why it is necessary to incorporate this competence into the training of education professionals, especially in the initial training of future teachers. In recent years, a number of reference frameworks have been established to guide the initial training of educators. These frameworks offer a series of indicators to measure the development and of this competence and the extent to which teacher trainees are up to date in this field. However, many of the descriptors that have been used to define this competence cannot be effectively assessed in initial training. The purpose of this work is to propose a series of indicators to assess TDC in the initial training of early childhood and primary education teachers. These indicators could then be incorporated into the curricula of these degree programs. In order to achieve this, a validation process was followed by expert judgment structured in different phases. This process made it possible to agree on and validate a proposal of 50 indicators corresponding to the 26 descriptors and the 5 dimensions of methodological digital competence as defined by the Generalitat de Catalunya. The resulting indicators are aligned with the TDC Common Framework and can be used to prepare guidelines for initial teacher training. [ABSTRACT FROM AUTHOR]

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