This report is framed in the context of the project FAD 02/2016 of the Catholic University of the Santisima Concepcion, Chile, which has been conceived with the objective of "Knowing the impact that generates in students and teachers the feedback as an instance of self-regulation of teaching and learning in teachers in training". For this purpose, the methodological design of the teaching promotion experience contemplated a quantitative paradigm and worked with a Control Group and an Experimental Group, which in a first stage measured the impact of activities and feedback actions carried out by three teachers in the development of their classes in four teaching careers. For the baseline measurement, after validation, an Appreciation Scale composed of 32 indicators distributed in the following four dimensions was used: error management, learning reinforcement, learning motivation and development of metacognition, all focused from the perspective of what the teacher does in his classes, expressed through plausible indicators and that have had a graded impact on learning, from the perspective of each student. The results show behavior by groups, in each dimension, equal to or higher than 3.5 points on average (scale of 1 to 5), which indicates that the feedback used by the teachers had an average influence on their self-regulation of learning abilities. Only a few differences were observed between the groups at the level of the teachers themselves, which were subject to improvement.