Health care professionals are constantly facing changes to working practice. Consequently, students as future professionals have to be equipped with life-long learning skills, such as reflection on work and competences. Similar to students, teachers need feedback to acquire and develop competences to perform new task such as coaching students to support their reflection skills. We developed a formative assessment procedure in which teachers received training and feedback from an expert. In six meetings, alternately group based and individual, 21 teachers received possibilities for active learning and exchange with colleagues. Moreover they received feedback on concrete behaviour in situations in practice. Teachers filled in surveys with questions on five-point Likert scales and learner reports about their beliefs about the training, their learning results and (intended) further development inspired by the training. The results show that the teachers were satisfied about the content and approach of the group meetings and very satisfied about the individual meetings. They became more oriented towards goals in reflection conversations with students and were especially busy with the outcomes in terms of a critical view on their own role. Moreover, they formulated intentions for future reflection conversation and for their own development in supporting students’ reflection skills.