Understanding Teacher Feedback in Primary Education: A Comparative Analysis of a Three-Dimensional Framework

Teacher feedback plays a crucial role in supporting students’ learning and engagement in primary education. While existing research often emphasized the cognitive function of feedback in improving academic performance, less attention has been paid to the affective and mediation dimensions involved in daily classroom practice. Therefore, this article aims to propose a three-dimensional framework for understanding teachers’ feedback in primary education through integrating cognitive, affective, and mediation perspectives. The article adopts a qualitative comparative analysis approach by examining two previously published studies on teacher feedback practices in primary education conducted in Norway and Australia. The analysis shows that teacher feedback serves multiple functions in classroom interaction, including supporting the learning process, encouraging student engagement, and maintaining positive relationships. Therefore, this article highlights that teacher feedback should be viewed as a multi-dimensional pedagogical practice that dynamically integrates cognitive guidance, motivational support, and appropriate communication tools. And the proposed framework contributes to a wider theoretical understanding of feedback, offering a useful perspective for discussing feedback practices across diverse educational contexts.