What question did this study set out to answer?

This review aims to synthesize empirical research on feedback practices among teacher educators in initial teacher education.

Through the lens of feedback literacy: A scoping review of empirical research on teacher educators’ feedback practices in initial teacher education

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Scoping review analyzes feedback practices in initial teacher education, highlighting systemic constraints and opportunities.

This review aims to synthesize empirical research on feedback practices among teacher educators in initial teacher education.
Synthesized findings from 16 studies using a refined Teacher Feedback Literacy framework.
Examined feedback practices across micro-, meso-, and macro-levels.
Identified the operationalization of feedback within the context of initial teacher education.
Micro-level practices focus on providing clear feedback inputs for instructional support.
Valuable meso-level designs exist but are often isolated, limiting comprehensive feedback experiences for pre-service teachers.
Macro-level engagement is predominantly through self-studies, restricting systemic feedback practices.

Hyldahl et al. (2026) studied this question.

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