Abstract
Receiving feedback effectively is a challenging and skilled task, but relatively few students are explicitly trained in these skills, either prior to or during higher education. This problem proves especially challenging as learners transition through various roles in their professional journeys: from student, to trainee, to qualified professional roles, and possibly then to being mentors, supervisors and leaders. This chapter explores learners' engagement with feedback as a key ingredient of their success within and across professional contexts. We focus on initial teacher education as a lens for considering these common transitions in professional identity, each of which exposes an individual to new and potentially unfamiliar feedback cultures. We consider how, along their journeys to becoming and being qualified teachers, we might equip trainees to develop skills and habits that prepare them to reap value from the feedback they will encounter. We also consider how we might support trainees to apply those same skills and habits adaptively, such that instead of experiencing "feedback culture shock", they can continue to reap value from feedback across diverse roles, workplaces and working cultures.