Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.

反馈可以在培养教师的自我效能感方面发挥重要作用。社会比较和反馈效价（正反馈与负反馈）被认为对自我效能有很大影响。因此，职前教师如何看待同伴反馈中的社会比较和反馈效价，以及职前教师（学士/硕士生）和教师培训师将可能对自我效能感产生影响的评论纳入同伴反馈价值的程度调查。进行了两项研究。第一个表明由社会比较和积极反馈效价组成的同伴反馈导致更大的改进意愿和积极影响。第二项研究显示，教师培训师的反馈更具体，而本科生的反馈包含比硕士生和教师培训师更多的社会比较。讨论了未来的研究和实际意义。