The feedback of teaching practice, a systematic review of the literature

Abstract

Feedback is a process that can promote the professional learning of teachers. In this study, a systematic review of the literature was carried out to identify the characteristics of feedback towards teachers and describe the trend in research production. A total of 16 articles were identified in English and Spanish, to which an inductive and deductive content analysis was performed. From the review, a diversity of practices was found, which is described. In general, a set of common characteristics of feedback coincide that: it is a process conceived within a broader strategy of professional development; it is carried out from a two-way dialogue; it is descriptive, immediate and backed up with written reports to allow the reflection on the practice; and, it promotes a positive climate and self-regulation. Feedback can be especially helpful for novel teachers and during peer training. However, the need for specific training for those providing feedback is emphasized.