Training future programming teachers requires an innovative approach. Students need to handle the most current trends in technologies and teaching-learning methodologies, and they must develop the capacity and criteria to search and select the most adequate to their context. This work analyzes the application of a collaborative research-based learning methodology in the programming subject of a Master's degree in teacher training. The objective was to create a digital learning ecosystem and analyze the impact on the development of programming teaching skills. The results show that students perceive positive effects on the development of teaching skills, generating useful resources. However, teamwork has conditioned the quality of such resources. The digital ecosystem has allowed students to share knowledge with their peers and forthcoming students. Students who already had the generated ecosystem available valued it very positively. Future programming teachers require lifelong learning which can be supported by this living ecosystem.