The text focuses on the technopedagogical training of pre-service teachers and the preferred practices in pre-service training to enhance their professional competence to integrate ICT. The practices are based on the self-efficacy theory of Albert Bandura; the self-efficacy which may influence the use of ICT in class. Supported by empirical works, the text addresses the sources of self-efficacy which influence ICT integration in educational settings and identifies actions to consider. Finally, the text reconsiders trainers’ interventions both in pre and in-service training, and questions empirically training devices.