This article presents a systematic review of the literature to identify core practices, teaching strategies and
assessment processes used or under development in practice-based teacher education programs. It addresses
diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’
learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a
practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates
progress in constructing common frameworks that support pre-service teachers’ training.