How to train future teachers to face the complexity of teaching? The practice-based teacher education approach is recent; the research associated with this approach provides information that may be of value for future research and empirical studies in this area. The objective of this article is to analyze the evidence published in the 2015-2019 period regarding practice-based teacher education, to identify publications on the subject that can contribute to other studies or experiences. As a method, a systematic mapping of the literature was used. The findings show that it is a relevant field in practice-based teacher education studies; those who investigate in this area are mostly from English-speaking countries; the context of the studies is in initial teacher education and the main topics addressed are experiences of implementation of practice-based programs, core practices, and high leverage practices. This review provides a framework for identifying challenges and contexts of less influence, such as the evaluation of learning in this approach, as well as establishing a database of studies in practice-based teacher education to support future research.