Feedback Landscape in Preservice Teacher Education: A Systematic Literature Review of Sources, Methods, and Technologies

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 1
  In Roundtable Session: Innovations in Teacher Learning: Cognitive Apprenticeship, Feedback, and Technology Integration

Abstract

Feedback is vital in teacher education for linking theory to practice and fostering instructional competence and reflection. This systematic review, guided by Hattie and Timperley’s (2007) Feedback Model, analyzed 45 peer-reviewed studies (2014–2025) on how feedback is provided to preservice teachers. It examined sources (instructor, peer, technology), delivery methods (written, oral, mixed), and use of technology. Instructor-led feedback was most common (n = 25), with written feedback leading (n = 23), followed by oral (n = 12) and mixed (n = 10). While some studies used tools like video annotation or AI simulators, over half did not report technology use. Findings underscore the need for diverse, timely, and tech-supported feedback to promote reflection, self-efficacy, and teaching skill development.

Authors

• Michael Otieno Okumu, Texas Tech University

• Catherine A. Lammert, Texas Tech University

• Ceren Gokmen, Texas Tech University

• Felix Mule, Texas Tech University