Developing pedagogical skills of teachers is an essential objective in teacher education. Although feedback from workplace supervisors is considered crucial for encouraging these skills in the first stages of teachers’ careers, delivering effective and just-in-time feedback is under pressure due to a teacher shortage in secondary education. Recent technological developments allow alternative sources to deliver feedback provided by innovative technologies. However, a comprehensive picture of effective characteristics of computer-mediated feedback (CMF) is lacking. Therefore, this review identifies studies with the aim of deducing a set of design principles for CMF fostering pedagogical skills. Subsequently, all studies were categorized with respect to learning environment characteristics, learning processes and learning outcomes. The synthesis is a set of principles including personalized, immediate and delayed feedback. Finally, a future research agenda focuses on how these principles could optimize innovative technologies to deliver feedback for teachers in daily practice.