Developing digital competencies is a critical component of preservice teacher training. However, this is a complex process which includes a range of different strategies. Moreover, little is known about how they come together as an integrated approach to prepare future teachers for educational technology use. Therefore, the aim of this study is to examine relationships among strategies to develop digital competence in preservice teacher training. Association rules analysis was conducted on a questionnaire dataset of 931 preservice teachers' experiences in their training, representing the six strategies. Results showed four distinct clusters of associated strategies, revealing a new integrated approach for the development of digital competence in teacher training. Specifically, multi-directional and dynamic relationships in strategies are needed to improve preservice teachers’ experiences developing digital competencies. Future directions for research are discussed.

发展数字能力是职前教师培训的关键组成部分。但是，这是一个复杂的过程，其中包括一系列不同的策略。此外，关于如何将它们整合在一起以为将来的教师准备使用教育技术做准备的了解很少。因此，本研究的目的是检验在职前教师培训中发展数字能力的策略之间的关系。协会规则分析是针对931名职前教师培训经历的问卷数据集进行的，代表了这6种策略。结果显示了四个不同的相关策略组，揭示了一种用于教师培训数字能力发展的新集成方法。特别，策略中需要建立多方向和动态的关系，以改善职前教师发展数字能力的经验。讨论了未来的研究方向。