A Systematic Review of University School Partnerships for Transformative Practicum Design

Abstract Despite sustained reform efforts, a substantial divide remains between university-based teacher education and the lived realities of classroom practice, creating persistent challenges for the preparation of future teachers. This systematic review examines how university–school partnerships strengthen practicum design to align coursework with classroom practice. Searches of ERIC, Scopus, Web of Science, and Google Scholar (2007–2025; last searched September 25, 2025) yielded 28 eligible studies from 14 countries. Screening and appraisal followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines using design-appropriate tools: the Mixed Methods Appraisal Tool (MMAT 2018), the Revised Cochrane Risk of Bias tool for randomized trials (RoB 2 2019), and an adapted Authority Accuracy Coverage Objectivity Date Significance (AACODS) checklist; appraisals informed confidence in the synthesis. Evidence was integrated through a mechanism-and-conditions approach consistent with Synthesis Without Meta-analysis (SWiM) principles. Five themes/mechanisms emerged: mentors as co-educators, structured reflection routines, professional identity formation and agency, reciprocal university-school learning, and sustainability shaped by duration, role clarity, and governance. These interact with enabling conditions such as mentor preparation, recognition, and institutional coordination to form the Collaborative Practicum Architecture (CPA), clarifying how boundary crossing, reflection, and reciprocity operate in effective partnerships. CPA identifies auditable, testable design levers for practicum improvement, offering actionable guidance for policymakers and educators. Limitations include the English-language scope and heterogeneity, which precluded a meta-analysis.