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In our previous researches about teachers', pupils' and families' relationships through the Internet we found a non-expected paradox: some teachers with high digital skills did not use it to educate pupils on those subjects. In order to build up active and participatory citizenship related to the huge relevance of digital skills, we have carried out a qualitative research, within the I+D project: "Demoskole: Democracia, participacion y educacion inclusive en centros educativos" (EDU2012-39556-C02-01/02), trying to understand that paradox in which the main questions were: why teachers with high digital skills do not teach pupils those competences? And what kind of teachers training could be the most suitable to encourage and make teachers do it? We have held seven semi structured interviews with primary and secondary school teachers in Barcelona province in order to understand their perspectives and experiences about ICTs at school; their evaluation of current teachers training on that subject, and, finally we wanted to know their proposals about how to improve that formation. As a result of research outcomes, we question two taken for granted tenets of ICTs teacher's training. First, the belief those teachers are illiterate on those subjects; and secondly, the current teacher's training models which follow an unidirectional and closed logic. Finally, the paper proposes a new teacher's training model based on teachers’ previous experiences and skills with a more open and collaborative way to train them.

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Análisis de la actual formación docente en competencias TIC. Por una nueva perspectiva basada en las competencias, las experiencias y los conocimientos previos de los docentes