Research thesis, which the authors carried out a Teachers´ Professional Development in a public school in Bogota (Institucion educativa distrital la Floresta sur), take into account the importance of forming competent teachers, in the use of Virtual Resources in Colombia, which lied in the necessity of adding to the pedagogical process, strategies that lead teachers to achieve the goals proposed in the curriculum. It also lied in the pedagogical analysis carried out by teachers, these need to be competent not only in the knowledge of Virtual Resources, but also to carry out reflexive analyses in the adequacy of Teaching Listening Strategies applied in the classroom, since they could lead to unexpected results or failures in the English teaching-learning process. The project was carried out in different stages to accomplish each one of the objectives. It was necessary to establish the following three scientific tasks, which determined the fulfillment of the work. Firstly, the identification of the theory about teachers‘ development, English Teachers Pedagogical Knowledge and virtual resources, the general panorama of teachers' ICT professional development in Colombia and listening skills strategies as a guide to design the teachers’ program. Then, the design and implementation of a Virtual Resources program for EFL teachers, to prepare them to integrate virtual resources effectively across the curriculum, based on English language and teaching methodology, and finally the evaluation of how the implementation of a virtual resources program for EFL teachers impacts the English teaching and learning process. The teachers´ development program was applied during seven (7) sessions, in which the corresponding lesson plans were designed with a deep theoretical foundation, objectives, virtual resources and teaching listening strategies to be applied by the trainees. During the sessions, the trainees were exposed to fill a diary and to participate in a forum in order to collect relevant information that through the research gave results, besides, an external teacher was observing the sessions, evaluating the researchers. The results were analyzed by the triangulation strategy, which helped to interpret the information about how the teachers felt in the TPD, how it supported in their own English teaching experiences and how the TPD could be enhanced in future projects and the changes it may have. It must be recognized that this research, which importance has been recognized, forming teachers to use virtual resources to propose learning activities to provide training in the communicative skill (listening), and to provide vocabulary activities for the technological areas (among others). It also provided teachers strategies to use technology in their teaching-learning process. Adding the importance of using virtual resources, it is relevant to mention that it made teaching activities easier, having one central location accessible anywhere, with a massive array of tools for aiding the delivery, marking and providing feedback for all courses. Besides, the need of establishing a teacher formation program, also lied in the need of carrying out an immediate solution to the lack of formation programs in this specific area, in which technology is evidenced in fundamental structural changes that was integral to achieve significant improvements, using it to infuse classrooms with digital learning tools, supporting learning 24 hours a day, 7 days a week, increasing teachers engagement and motivation.