This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning. Findings show the teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student’s professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by ‘sustainable’ feedback that scaffolds students’ self-assessing competence while fostering student self-reflexivity and self-regulation.