“…Geographical understandings of feedback mechanisms, including conceptions about the complexity of these systems and their unpredictable and non-linear changes offers a different picture to one involving a straightforward relationship between information and improvement. Instead, lesson observation feedback might be understood as part of the construction of complex inter-personal systems involving the interactions between, among other things, beginning teachers' previous knowledge and expertise (Brooks, 2007(Brooks, , 2010, performative school and departmental cultures (Puttick, 2017), beginning teachers' precarious status and power dynamics (Sirna, Tinning, & Rossi, 2008), the emotionally-driven dimensions of learning to teach (Hagger, Burn, Mutton, & Brindley, 2008;Hinchion & Hall, 2016;Kaldi, 2009), and the contested relationship between different types of knowledge, including research and practice (Winch et al, 2015). Appreciating the complexity of the webs into which feedback is given has implications for the ways in which this is approached, the kinds of purposes towards which it might contribute, and the expectations we might have of it.…”