Introduction:

This research sought to identify the type of interventions produced between university supervisors and student teachers during feedback phase in practical training,

Objective:

To analyze how interactions can promote reflection and autonomy of teacher in training.

Method:

Methodologically framed in a case study, two supervisors and ten student teachers from a public university in Chile participated. They were examined ten transcripts of video recordings were analyzed using Heron’s interpersonal relationship analysis framework for the description of feedback given by the supervisor.

Results:

The main findings account for two interventions areas in which the dialogue is centered: feedback focused on management skills and classroom procedures and predominantly directive feedback with the presence of non-directive interventions focused on giving support.

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