REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1657737
This article is part of the Research TopicThe Transformative Impact of Digital Tools on Quality Education and Sustainable DevelopmentView all articles
Mapping the Feedback Landscape: A Systematic Review of Research on Feedback Sources, Methods, and Technologies in Preservice Teacher Education
Provisionally accepted
- Texas Tech University College of Education, Lubbock, United States
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Feedback is widely recognized as a cornerstone of effective teacher education that functions as a critical bridge between conceptual knowledge and instructional practice. In the context of preservice teacher education, feedback supports teacher candidates' development of instructional competence by providing targeted suggestions for improvement. Although existing literature offers insight into various feedback practices, there remains a lack of holistic synthesis examining how feedback is sourced, delivered, and mediated through technology. This systematic literature review, guided by Hattie and Timperley's (2007) Feedback Model, analyzed 45 peer-reviewed empirical studies published between 2014 and early 2025. Findings revealed that the most studied feedback type by source is instructor-provided feedback (n = 25), followed by peer (n = 8), mixed-source (n = 8), and technology-only feedback (n = 2) and that written feedback is the most studied feedback method. Although some studies employed advanced technologies such as video annotations, AI simulations, and real-time coaching tools, most of the reviewed studies did not report using any specific technology to support feedback. This finding suggests the field's ongoing interest in studying relatively traditional feedback methods despite the potential of value of peer feedback and the availability of scalable, interactive, and cost-effective feedback technologies.
Keywords: feedback1, preservice teacher education2, technology3, peer feedback4, AI in highereducation5
Received: 21 Jul 2025; Accepted: 26 Sep 2025.
Copyright: © 2025 Okumu, Lammert, Gokmen and Mule. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Catherine Lammert, catherine.lammert@ttu.edu
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