This article presents the results of a systematic review of different studies published in high-impact journals on the development of teaching digital competence (TDC) in initial teacher training. The methodology of the study is based on the documentary research approach, with the application of a systematic literature review covering the period between 2009 and 2019 in different databases. The sample is made up of 102 articles that are registered in a multidimensional analysis and classification matrix. One of the main findings is that in the last ten years there has been a significant increase in the literature related to teaching digital competence with the prevailing use of the quantitative methodological approach. Likewise, 50.98% of the articles are the result of the application of instruments to assess TDC. It can be concluded that TDC is a line of research with multiple dimensions of analysis and in constant evolution.