The chapter focuses on the use of student feedback on teaching during
practical phases in teacher education. After a brief introduction into the general rele-
vance and validity of students’ perceptions on teaching, and on the use of student
feedback for teaching development, core findings from two comparable quasi-
experimental studies from Germany and Switzerland are presented in detail. The
studies focus on the change of attitudes towards student feedback and towards reflection on teaching. The chapter concludes with a discussion of challenges and opportunities for the use of student feedback as an instrument for reflection on teaching and professional development for pre-service teachers.