Teachers in training require curricular elements and pedagogical skills that motivate their teaching qualifications to contribute to their good professional performance. These arguments encourage the present study, which aims to show the different views that teachers in training have on the competencies that a teacher in training should have in the field of early childhood education. The epistemological framework of the research is oriented from the qualitative-interpretative approach, using the focus group as a collection technique. The results show that the conception of the teacher must evolve, having as a fundamental basis the current reality of the society he/she expects to educate, which leads to the need to establish spaces for training and qualification in methodological aspects that allow implementing learning experiences focused on the development of skills and competencies that have an impact on the use of the digital society in a responsible and ratified way in school autonomy and strategies designed to strengthen the learning pace of schoolchildren.