In this seminar I will present an ongoing collaborative project between the Department of Language Studies and Tundalsskolan in Robertsfors. Each year, teacher education students in their third term of English learn about feedback provision through three rounds of supervised, theoretically driven tasks that are connected to process writing of narratives. In this seminar I will describe the development of the project and the ways we have tried to adjust the activities to the needs of the students, pupils and Robertsfors teachers.
