The method of digital storytelling is a complex educational strategy. Its complexity can be interpreted in several ways. It is intended to be complex to stimulate and develop many competence areas together, on the other hand, because its applicability in pedagogy requires a complex way of thinking. Digital storytelling is an excellent method in teacher education. There are two main areas of application. First, it can be suitable for processing and interpreting a given part of the education material as a methodological tool in the hands of a future teacher. Secondly, it can support self-reflective processes in the teacher training process. In the case of applying the method of digital storytelling in the process and interpretation of a given part of the education material, we try to convey the view to prospective future teachers that it can be a methodological tool in their hands. This tool can activate and develop many competence areas simultaneously (such as mother tongue communication, foreign language communication, digital competence, effective and independent learning, aesthetic-artistic awareness and expression). When we try to support self-reflective processes in teacher education using digital storytelling, it can be effective in analyzing pedagogical situations, case studies, teaching practices. We support teacher candidates precisely in giving them a methodological opportunity to better understand and interpret their own pedagogical processes and to bring the source of the problem to the surface sooner in a crisis, thus perhaps better avoiding the state of burnout. Text creation has a primary role in digital storytelling, and the digital technical background plays a secondary, complimentary, supportive role. This duality, however, has reinforced the view that the method of digital storytelling must find a place in the methodological training of teacher candidates, as it allows them to learn precisely how to combine different areas of competence in a single methodological option.