Teachers training in digital pedagogy is a key issue for schools and universities. Due to the rise of these practices (such as hybrid or distance learning that have been intensively deployed in the context of the Covid19), educational institutions must now find ways to support teachers who have not yet mastered them. However, in this matter, classic teacher training methods often fail, especially when they do not focus on the participant's own discipline or research field (they can encounter sheer refusal of training, lack of confidence in the proposal or dropping out during training). All these issues are intensified by some kind of shame linked to digital illiteracy. In this paper, the authors propose to discuss three continuing education projects aimed at acquiring digital skills and based on cooperation and reciprocal exchanges of knowledge between teachers. Firstly, we will explore the organizing of an event included in the "EdCamp" foundation's program, then, the design and broadcasting of a SPOC entitled "Digital Commons for Education"; and finally the creation of a digital pedagogy cooperative within their university. These three initiatives have one thing in common: they all reject the pedagogical approach of lecture training. On the contrary, they are based on the exchange of knowledge and know-how between practitioners. But we will also see that each of these three initiatives is based on a specific approach of coaching. Finally, we will see how each of them gives a slightly different place and form to the autonomous practices of participants.