Abstract

The present paper was focused on the recorded class, which is part of the portfolio, one of the four instruments for evaluating professional teaching performance in Chile. Thus, it was investigated about the experience of the recorded class in basic education teachers. The objective was to analyze the level of satisfaction of the teachers regarding their recorded class in the context of their teaching evaluation,specifically, the perception about their performance, the unforeseen challenges faced, the decisions made, and the reflection about the conducted class, as well as how this reflection contributes to the improvement of their own pedagogical practice. The research method was qualitative, using the semi-structured interview technique, which was applied to 20 teachers from municipal schools in the province of Osorno undergoing the evaluation in 2018, the resultswere known in 2019. The data collected was coded and entered in the AtlasTi program. With this, semantic networks were built from which the analysis of the results was carried out. Among the findings, teachers show a high degree of satisfaction with the recorded class, they argue that this is due to the planning of the class, aspects related to their own professional competences and the performance of the students in the class. In conclusion, the level of satisfaction with performance in the recorded class is related to planning, content mastery, and the ability to promote student participation.