Núm. 29 (2020) enero-junio

Public policy points to an evaluation process with a formative nature, but there is not enough research in this regard and therefore, the objective of the study was to describe the experience of reflection in the framework of the development of the portfolio of pedagogical performance (PDP) in teachers of public establishments in the commune of Santiago, Chile. The study was interpretive, particularly a case study, in which teachers selected by intentional sampling participated. Semi-structured interviews were developed, which were subjected to a content analysis. The results show impeding conditions for personal and institutional reflection. Less facilitating conditions for reflection were identified and it is concluded that there are more conditions that limit reflection and also, it could be noted that the formative function of this teaching evaluation is not fulfilled.