The article presents a review of empirical research on conceptions of feedback of teachers at different levels of education. Accordingly, we analyzed the results of thirteen studies that were selected from sixty-eight research papers published between 2000 and 2015. Based on a documentary analysis, we established categories that compiled common aspects and differences in the studies. Results of the analysis allowed to establish three types of conceptions: correction, praise and projective improvement. We hope that this review will contribute to the understanding of teacher feedback practices and reduce the deficit of literature about feedback in the Spanish- speaking world.