This article reports the findings of a study which examined how student teachers could be empowered as more reflective practitioners through journal keeping and blog group discussions. It was carried out with six student teachers who developed their practicum over six months. Data were collected through journals, blogs, metaphors, conferences and a questionnaire. The results demonstrated that student teachers enriched their perceptions about what reflective teaching implied. Furthermore, journal keeping was approached as an informed process by virtue of which student- teachers could go beyond the descriptive documentation of what happened in their classes. Their journal entries also revealed reflective references, most of which were mainly focused on evaluating teaching, diagnosing and solving problems. Este articulo reporta los resultados de un estudio que examino como se podia potenciar los practicantes como docentes mas reflexivos a traves del uso de diarios y discusiones mediante blogs. En el estudio participaron seis practicantes, quienes desarrollaron sus practicas durante seis meses. Los datos se recogieron a traves de diarios, blogs, metaforas, conferencias y cuestionarios. Los resultados demostraron que los practicantes enriquecieron sus percepciones acerca de lo que significa la ensenanza reflexiva. Por otra parte, el diligenciamiento del diario, el cual se hizo como un proceso informado, les permitio ir mas alla de una etapa descriptiva y enfocarse en la evaluacion del proceso de ensenanza, la identificacion y solucion de los problemas que surgieron en la clase.