THE BLOG: FACILITATOR TOOL FOR ENGLISH TEACHER CREATORS EL BLOG: HERRAMIENTA FACILITADORA DEL PROFESOR DE INGLÉS COMO CREADOR

Current world conditions require a teacher who is in permanent connectivity with the environment, 1 Docente Universidad Distrital Francisco José de Caldas Bogotá Colombia, Ph.D. en Lenguaje y cultura, formadora de profesores de inglés durante más de 25 años. Investigadora y maestra en la Universidad Distrital Francisco José de Caldas. correo aramirezv@udistrital. edu.co ORCID: https://orcid.org/0000-00023025-5982 2 Docente-titular Universidad Distrital Francisco José de Caldas Bogotá Colombia, PhD. en Lenguaje y cultura. Profesora de investigación y lingüísticacognitiva en la Universidad Distrital Francisco José de Caldas. Tiempo completo. correo Lmortiz@udistrital.edu.co ORCID: https://orcid.org/0000-0003-2514-2251 3 PhD. in Science of Education. Universidad de San Buenaventura. Master of education. Bogotá, Colombia. Director Redipe. Profesor USC, Colombia direccion@redipe.org orcid https://orcid.org/0000-0002-1572-5384 due to their need to interact and communicate, and particularly to be listened to in the knowledge context, which includes their educational skills. In this article, we will deal with blogs in particular, because they enable connectivity, establishing relationships between teachers involved in a discussion group This article tried to determine the effectiveness of the use of the blog with pedagogical purposes in this group, as it is an alternative that contributed to their condition of creators, giving answers to the multiple situations that were presented in a school context, especially when they were immersed in the school. The information presented in this research was collected by a discussion group organized in a blog, where their opinion and academic argument in teaching practice was expressed, as well as several Ramirez Valencia Astrid Ortiz Sánchez Luz Marilyn Arboleda Julio César

due to their need to interact and communicate, and particularly to be listened to in the knowledge context, which includes their educational skills.
In this article, we will deal with blogs in particular, because they enable connectivity, establishing relationships between teachers involved in a discussion group This article tried to determine the effectiveness of the use of the blog with pedagogical purposes in this group, as it is an alternative that contributed to their condition of creators, giving answers to the multiple situations that were presented in a school context, especially when they were immersed in the school. The information presented in this research was collected by a discussion group organized in a blog, where their opinion and academic argument in teaching practice was expressed, as well as several · 1 5 2 ·

T H E B L O G : F A C I L I T A T O R T O O L F O R E N G L I S H T E A C H E R C R E A T O R S
scientific articles written by the researcher related to the issue of English teacher training.
The results obtained in these narratives demonstrate the effectiveness of using a blog, when it becomes a vehicle to promote interaction between colleagues, giving the opportunity for discussion around daily problems, which, as new teachers, raise their interest, concern and attention. (150-200 words A full explanation about this tool Barrios (2003) argues that: (...) "the blog has become an online media that promotes other forms of interrelationship, allowing also the intervention of all students." (p. 75).
Thus, it may be deduced that blogs provide other methods of exchanging ideas where future teachers can also learn from one another, based on a permanent dialogue that offers the possibility to present at the same time, different points of view on issues of interest which, in this case, is mainly related to the initial training process of English teachers, as well as situations experienced when they are in contact with the school, that is, when they are doing their teaching practice. · 1 5 3 ·

T H E B L O G : F A C I L I T A T O R T O O L F O R E N G L I S H T E A C H E R C R E A T O R S
This article will explore some conditions that may be helpful in finding other ways of appropriating this pedagogical knowledge according to the present century, until they become part of the reality, lived in the classroom by future English teachers, when they are involved in their educational experience.

TEACHERS.
Changes germinated from the evolution of In addition, the impact of these changes in the field of education, up to the point that it is impossible for any teacher to be indifferent about the use of these tools in the classroom, especially due to the need to have a permanent contact with the students involved.
Accepted the influence of technology in the educative field, it is necessary to mention that blogs arise since 1998, and only from 1999 were offered free of charge, it is pertinent to add that even today, has a great growth and acceptance (Blood, 2002). The tool is gradually being developed in other fields such as journalism, business and education.
Regarding this, it should be said that the blog is easy to access, and even allows comments to be promoted to facilitate the exchange of views among participants, and also promotes interaction (Johnson, 2004). But few teachers dare to explore the creation, management and disposition of this tool, to develop their classes.
Here, it can be perceived that the blog, although it is a user-friendly instrument for teachers in training, facilitating permanent interactivity between those who are part of a particular group which, in this case, is connected to a specific academic activity, framed within the teaching practice, it is also evident that even in university contexts, there is little awareness-raising among future teachers about the pedagogical use that can be given by the use of this tool.
Notice that in spite of everything, it is pertinent · 1 5 4 ·

METHODOLOGY
In this section, some elements related to the methodology used to reach this proposal are presented.

RESEARCH AND PARTICIPANTS
Qualitative research of the exploratorydescriptive type was applied to address this study.
From the wide range of instruments that facilitate the collection of information the choice was made to choose the discussion group, which is now presented in detail.
A total of twenty-four (24)

DATA ANALYSIS
In this study, the group discussion is considered as a qualitative technique due to its concern for understanding particular social problems, which is developed in a group, and it is based on dialogue, between people (Castro, 2010). This · 1 5 6 ·

FINDINGS
Now, the findings corresponding to the analysis of the information registered by the participants in the blog will be illustrated. First, a reading of all the comments registered by the teachers was done in order to set up some categories that would allow their interpretation, then, an analysis of the information was practiced, identifying similar characteristics, in the comments and opinions registered in the blog, which revolved around the training process of the novice teacher.
One of the categories identified states that this English teacher in a training process is a creator, now this hierarchy is detailed.

PEDAGOGICAL ENVIRONMENTS
This This category has the following subcategories, illustrated in the following chart. · 1 5 7 ·

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Reviewing this information, it was reiterated that On the other hand, the material used by the teacher is analyzed, especially that related to technology applied to language teaching, taking advantage of the elements provided by the environment (Koçoglu, 2009), the practitioner then, will be a creator of strategies and environments that lead the student to capture

DISCUSSION
It is essential to recognize, that teachers in training must have the capacity for innovation and change taking into account children's learning styles, which are being renewed quite rapidly and often challenging teachers in training to innovate their teaching practice (Villa, 2013).
In fact, Dussel (2010), points out that, in the global context, the teacher must consider the individual condition of students considering their · 1 5 8 ·

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can see and ask; who is he? And so on... After a while the kids tend to lose interest, so I finish quickly and proceed to the next activity... I ask the kids to draw their family, placing the English name above each drawing, i.e., father".
To ensure that the student learns, in this particular case, the trainee teacher had to use different teaching strategies to get the students to carry out the suggested activity.
The MEN (2004), suggested that novice teachers must guarantee effective teaching, for which they will use different ways of teaching, which guarantee assertive learning, hence the need to define different ways of teaching, once they interact with reality, which will be connected to some theoretical principles, which will support their actions (Soute, 1999). In other words, global teachers will be propositional according to reality by generating changes in the forms and modes of imparting knowledge, surrounded by the uncertainty of the society that integrates it, serving as a motor for major transformations (Perrenoud, 2004), which lead to think that no educational process is finished and on the contrary, is in permanent reconstruction.
Likewise, Villa (1999), determines that intervention in the school context allows for changes in the teacher's actions, making the corresponding adjustments that make it possible to rethink the strategies implemented. On the other hand, we find that this practitioner will also be a promoter of values in the students, through the implementation of activities that generate a better coexistence among them (Tyler, 1993 This becomes more important than teaching any science. Therefore, it is necessary to promote a comprehensive education, which is derived from the practice of the Preservice English teachers´ behavior, their attitude and work in the classroom will strengthen the values, so that novice teachers will unconsciously integrate them into the current students.
This comment highlights the need to implement values through pedagogical action of teachers in practice, by proposing activities that involve implementation of these values, which promotes an attitude of resilience among students.

CONCLUSION
After working with this group of students, it became evident -through the blog-that the processes of interaction can be improved, as it is a facilitating tool for participation by the members of a community, who could generate different discussions, showing us their viewpoints and opinions on the detected topics, nourished with interventions made by participants.
Technology facilitates connectivity within a community; however, it is necessary to fully define the issues around which group discussions will be held.
Using the blog allowed us to break time and space limitations for participants who, as training teachers, often find it hard to gather together to study and analyze different issues that affect them in their daily lives as student teachers. In this sense, this tool allowed us to generate a space for discussion and debate around challenges detected by teachers, especially when they were working on their teaching practice.
Finally, it is worth highlighting how important the blog is as a key tool that allows teachers to become active participants in every situation presented in the classroom and, in general, at the school environment, so that their opinion is taken into account as a central element in the educational process. It also enables teachers to have responsibility for making decisions regarding implementation of teaching strategies based on their reflections in context, in the context of their teaching practice, and through an effective pedagogical exercise for students.
In addition, this kind of tool promotes autonomous learning of students, by having the possibility to get involved in a discussion of their interest, the students often took part multiple times, overcoming minimum entries on the blog, every day.