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The main objective of this research is to analyze the experience of training teachers at different educational levels with the application of a model of development and evaluation of academic skills (Guzman, Marin and Inciarte, 2014). This model is based on four theoretical bodies: Pedagogy of integration (Roegiers, 2010), Teaching Transposition (Chevallard, 2009 and Perrenoud, 2008), Training and authentic assessment (Diaz, 2006; Ahumada 2005) and Systematization of educational experiences (Ghiso, 2011, Jara 2012, Torres, 1998). With this theoretical scaffolding seat contextualized cognitive or didactic sequences that allow teachers to develop their skills reflexively while media in the formation of their students are designed. It has been applied in 6 countries in Latin America and Europe: Mexico, Venezuela, Colombia, Chile, Belgium and Spain. In the process of model of development and evaluation of academic skills , are carried out three phases of work: training, intervention and research in each seeks to re-think and facilitate classroom processes and production of innovative proposals to transform teaching. The inquiry that informs this work is collaborative, qualitative, guided by the guidelines of the Action Research type.