ABSTRACT
This chapter deals with how feedback can become an integral part of individual teachers' approaches to teaching, but ideally change an entire school. It offers a differentiated view of the term "feedback culture" and explains success factors for the implementation of feedback. The chapter also explains the relationship between feedback and professionalism. Schools that have established effective feedback mechanisms accomplish amazing changes. Talking about teaching and how teaching can make a change displaces the notion of being stuck in deficit orientation. Feedback must provide a recognizable benefit for students. This is shown by the fact that critical feedback in certain areas also leads to perceivable changes. Teacher trainees are the only teachers who receive relatively frequent feedback about their teaching – in the form of lesson visitations by teacher trainers and graded lessons. However, they receive this feedback exclusively from the persons who instruct and at the same time evaluate them.
